Winning Systems for
Accelerated Schools
Part 1
By Carl H. Peterson
Translated by Y.
Copyright 2000
|
加速学校
的成功制度
第一部分
卡尔. 彼德森
版权所有 2000
|
I'm no different than any other
parent or grandparent.
I worry about the potential
academic and social success
of my children and grandchildren.
I want to be sure they are given
the opportunity to develop
into well-rounded individuals.
I want to know they are
prepared to function as adults.
Crime statistics and articles
by nationally recognized educators
indicate that far too many
of our children
are doing a lot of losing.
According to these authorities
large groups of children have learned
to be failures
in our school systems.
Many continue failing as adults.
These national trends make me
concerned for the future
of my children and grandchildren.
In the mid-sixties I was introduced
to a number of professionals
with psychology backgrounds.
They were developing
positive methods
for instructing children.
Their classroom results
were very positive
and concrete.
Their students
enjoyed learning and living.
I wanted my own children
to enjoy as many successes
as did their students.
To help my children
I researched for proven
positive reinforcement concepts
and effective teaching methods.
The outcome was
the development of Winning Systems.
Winning Systems is a collection
of ideas and methods
that have survived
the test of time and accountability.
This book has been written
and rewritten
to share my conclusions.
It should be read by parents
and professionals who are concerned
about our children's development
and success.
My children
and thousands of students
have accomplished substantial
educational gains and improvement
in self-image through the use
of these Winning Systems.
-- Carl H. Peterson
----------------------
|
我与其他的父母和祖
父母没有什么不同。
我对我的子孙的教
育和社交的成功担心。
我想给他们提供
机会使他们成为
多采多姿的人。
我想知道他们是否
能够承担成人的义务。
从全美知名教育家
们的文章和统计表明
我们太多的孩子失败。
根椐这些专家的观点，
我们的
教育体制造成大
量的学生失败。
他们中的许多人
在成年期继续失败。
这种普遍的趋势使
我对我的子孙的未来担忧。
在六十年代，
我接触过一些心理学家。
他们开发了教育
学生的积极方法。
他们的教室成
果积极有效。
他们的学生喜
欢学习和生活。
我希望我的孩子也能够
像他们的学生
一样成功。
为了帮助我的孩子们，
我研究了许多行之
有效的教学方法。
这个结果就是
成功制度发明。
成功制度是建立在一系
列的经过时间验证的
可行的观点和方法。
这本书被写了又写来
与他人分享我的结论。
这是一本那些关
心我们的孩子成功
和发展的父母
必读的书。
我的孩子和其他上
千的学生们
通过运用成功制度，
他们的教育和提高
自我印象上取
得了显著的近步。
--卡尔.彼德森
---------------------- |
SOME DEFINITIONS
OF "WINNING"
-Positive feedback
that you have done the right thing.
-Measuring up
to someone's expectations.
-Completing a job correctly.
-Reading as well as the other kids.
-Knowing an answer.
-Knowing how to act.
-Saying the right thing.
-Being understood when you speak.
-Feeling prepared.
-Having friends.
-Having someone
appreciate your efforts.
-Being loved.
-Receiving attention.
-Learning the answer
to a problem.
Today's society gives great rewards
to students who meet its definition
of a winner.
Students are not
"born to win."
They are not "born to lose."
Students are taught
by their environment
to be winners or losers.
Children spend most of their time
at home or at school.
Parents can train their children
to succeed in these environments.
Thriving at home and at school
foreshadows success
in the work and social environments
of adult life.
-----------------------
|
一些与“成功”
有关的概念
-积极的回应
你做了件正确的事情。
-达到别人的期望。
-正确地完成一项工作。
-能象别的小孩读得一样好。
-知道答案
-知道如何行为。
-说正确的事
-别人能听懂你的话。
-感觉有准备。
-有朋友
-别人感激你的努力
-受别人爱
-让别人注意
-知道问题的答案
当今社会给那些能够达到成功标准的人以极大的回报。
学生们不是天生的成功者。
他们也不是天生的失败者。
学生们的成功和失败是他
们的环境造成的。
孩子们大部分的时间花在
家里或是在学校。
家长能够训练他们的孩子
在这些环境里成功。
学生们在家庭和学校
的努力结果
暗示他们能否在成年人的工作和社交环境下成功。
---------------------------
|
PARENTS WANT WINNING
CHILDREN
Government statistics and many
parents' personal experience
show that too many of our children
are doing a lot of losing.
WHAT HAS GONE WRONG?
Times have changed
more rapidly and drastically
than anyone thought possible.
Educational and motivational systems
have not improved.
The consequence is
that too many
of our children are losing.
The first half of this century
showed us the incredible progress
that could be made in
scientific innovation and discovery.
Most of us were certain
that our society and schools
would also improve
at a similarly rapid rate.
They did not.
Our society had to drop
old customs and restraints
to accommodate the new technologies.
Mobility created disturbing problems
concerning the control and education
of our students.
Experts of the times
have been given liberal access
to the dramatically expanding
book publishing and media available.
The experts suggested
many carefully considered solutions.
This included the idea that
schools and other public facilities
should take a larger role
in the training of our students.
It hasn't worked!
For several decades
we sat back and watched
the persuasive media.
It presented new programs
that would surely be able to cope
with the increasing
level of problems.
But the problems were not solved.
Problems continued to increase.
Educational systems
have become larger and larger.
They have simply
become less and less effective.
Increasing quantities of students
have forced educational quality
to take a back seat.
Large groups of children
have learned to be failures
in our schools.
Expanded mental health facilities
and detention facilities
are clogged with case loads.
The old time punishment systems
haven't worked well
to control today's children.
Modern psychology has also
done little to improve
the national state of mind.
Permissiveness has been tried
and has failed miserably.
The mobile "nuclear family"
(one or two parents
living far away from relatives)
has limited means
for controlling children.
The result has been
an ever increasing number
of academic and social failures.
Far too many of these failing
children get involved in crime
and other desperate acts.
A great number of children
lack the necessary skills
to succeed in society.
It is no wonder
so many turn into
social parasites and criminals.
The solutions to many
of society's ills lies
within the control of the parents.
This process begins with parents
understanding their roles
as the educators of their children.
Parents need different conceptions
of the problems and causes.
Parents need solutions
that will really work.
Parents need to know
that the solution is
in their hands.
Parents need to know
what they can do to increase
their children's successes.
Parents need to know that
changing a few behaviors
can have a massive impact
on a student's self-image
High productivity
and high self-image
go hand in hand.
The "Winning Systems" emphasis is
to motivate short-term performance.
Performance behaviors that lead
to the end goal of a quality life.
After the short-term rewards
have been positively restructured
a student's behavior
and self-confidence will improve.
------------------------
|
家长想要他们的孩
子成功
根据政府的统计和许多家长
切身经验，
许许多多的孩子失败。
毛病出在哪里呢？
时代的变化出人意
料地迅速和激烈。
而教育的和激励体制还没有
改变和提高。
其结果是太多的孩子失败。
前半个世纪显示了我们能够在
科学发明和探索中取得
难以置信的近展。
我们中的大多数人肯定
我们的学校和社会也能够如此以迅速的改进。
但结果不是如此。
我们的社会必须摈弃旧传统和禁锢
来适应新的技术。
在对学生的控制和教育问题上，
易变性带来令人头痛的问题。
时代的专家们能够自由介入书籍的大量出版及媒体的发行。
这些专家们建议了许多经仔细思考的解决方案。
其中包括学校和其他公共系统
应积极承担起训练学生的角色。
但没有结果。
几十年来我们坐观那些有说服力的媒体宣传。
媒介为解决这个日益
严重的问题提供了许多新的计划。
但是问题仍然无法解决。
这些问题变得日益严重。
当今的教育系统已经
变得越来越庞大。
这些系统变得越来越无效。
日益增长的学生数量
迫使学校忽略教育质量。
这就造成大批的学生
失败。
精神病院和拘留所收
留的人越来越
多。
旧的惩罚系统在控制
今天的学生上起得作用不灵。
现代心理学在提高人们的信心上起到的作用甚微。
恣意纵容的办法被尝试并以失败告终。
流动性的核子家庭（单亲或两
父母与孩子单独住)
缺乏管制小孩的办法。
其结果就造成越来越多的
孩子在学校和社会的失败。
他们中越来越多的人
卷入犯罪和其他自暴自弃的行为。
大多数的孩子缺乏在现实
社会里成功的技能。
这就难怪这么多的孩子
变成罪犯和社会的寄生虫。
解答许多社会弊病的方法
还是取决于家长的
管制。
这个过程是从家长意识到
他们是孩子的老师为开始。
家长需要有区别问题和
原因的概念。
家长需要行之有效的答案。
家长同时必需知道他们手里有
解决问题的答案。
家长们必需知道如何帮助他们的孩子成功。
家长们必须知道点滴行为习惯的改变可以相当程度地影响学生的自我印象。
高效率和良好的自我印象
是相辅相成的。
成功系统强调即时激励。
表现哪些可导致达到高品质生活的最高目标的行为。
经过即时回报，
学生的行为和自信心会提高。
--------------------------
|
FAILURE BREEDS FAILURE
SUCCESS BREEDS SUCCESS
The solutions in these chapters
are not speculations
about what might work
to solve problems.
These chapters were written
long after the methods
were proven successful.
Proven by consistent success
with thousands of students
since 1964.
The methods are adapted
from thoughtfully proposed
and validated concepts
by developmental psychologists
and teachers worldwide.
There are thousands of other
reward and contract systems
that have worked well
for their designers.
Some of the professionals
who have contributed
to my knowledge are listed
in the bibliography.
As the Supervising Counselor
for so many families I admit
to a strong bias in favor
of these validated methods.
------------------------
|
失败产生失败；
成功孕育成功
这本书所提供的不是
一些投机性的解决
问题的方案。
这些章节是在
那些方法被证明
成功以后所写的。
自从一九六四年，
这些方法被成千上万的
学生证明行之有效。
这些方法是从世界上有名
的心理学家和大量的
教师行经有效的方法概
念中提取出来的。
专家和老师创造了
其他许多的
奖励合约制度。
那些对本书出
过贡献的专
家和学者已经列入了
参考书目。
作为许多家庭的
执导顾问，
我对这些行之有效的方法
十分偏爱。
------------------------
|
KEY CONCEPTS
There is already
an operating reward system
in every home.
Children repeat undesirable
behaviors because
of the rewards they receive.
This book will help you understand
how these rewards for behavior
train your children
to use undesirable as well as
desirable behaviors.
You'll understand why
some reward systems work poorly
or even backfire on the parents.
"Winning Systems"
are proven methods
that restack your family rewards
on the side of desirable behaviors.
High performance will
dramatically improve both
your child's self-image
and opportunities for success.
---------------------- |
重要的概念
各家各户都有自己的
有效的奖励系统。
孩子们重复不符心愿的行为
是因为他们所得的不适当的奖励。
本书将帮助你理解
如何用奖励去训练你孩子可取的
行为和不可取的行为。
你会理解为什么一些奖励制度效果很糟糕
甚至给家长惹麻烦。
成功制度是用被证明有效的
办法用以重建你们家庭的奖励系统从而引导可取的行为。
良好的行为表现会大大地提
高你孩子的自我印象
和成功的机会。
----------------- |
PARENTS HAVE MISUNDERSTOOD
THE REWARDS FOR PERFORMING
UNACCEPTABLE BEHAVIORS
Every home uses a reward system
even if it is unintentional.
The question is whether
the reward system is working
for or against the parent.
Explanations.
Lazy or disruptive children
are immediately rewarded
by the chance
to avoid work.
It is rewarding to avoid
failure and comparison.
Some students act bored or
disinterested in school.
A primary motivator
in our society
is to avoid failure.
In the process of avoiding failure
students also discover
they can avoid work.
The result is you have
two strong reasons for laziness
and other unacceptable behaviors.
---------------------------
|
家长经常只对孩子
不可取的行为进行惩罚。
每个家庭都有意无意地使用奖惩。
问题是这种奖惩是否起作用。
解释
懒惰的和捣乱的孩子会因为不
作功课而受到及时的惩罚。
这就避免了失败和比较。
有些学生对学校感到无聊和
无趣。
避免失败是我们社会的主要动力。
在这个避免失败的过程中，
学生们同时也发现他们可以
逃避学习。
其结果是你知道导致学生
懒惰和其它不可取
行为的两个重要原因。
-------------------------
|
DROPPING OUT.
Dropping out of school means
the child may drop
out of everything.
The child is going
down the drain.
This severely limits
the child's choices
of life styles and opportunities.
Children live up
to their parents'
expectations of them.
Expect your child
to be a loser
and the child will be a loser.
Allow your child
to be a loser
and you will be the loser.
BEING LAZY IS A LEARNED BEHAVIOR.
Parents must turn the game around
and restack the rewards
on the side of good performance.
You can change your
child's behavior
by changing your behavior.
---------------------
|
中途退学
中途退学意味着学生可能
停止参加一切活动。
孩子将会荒废一切。
这严重地限制孩子们
对生活方式的选择和获得机遇。
孩子们做到他们父母对他们所
期望的。
指望你的孩子是一个失败者，
他（她）就会变成一个失败者。
允许你的孩子成为失败者，
你将是一个失败者。
懒惰是后天的行为。
家长必须扭转这个局面，
重新建立一个能取得
好结果的奖惩制度。
通过改变你的行为
而改变你孩子的行为。
--------------------
|
THERE IS MUCH
THE PARENT CAN DO.
You have power over any child
that gets money or gifts
from you.
If you want your child
to succeed you must
take the responsibility
to motivate your child.
You are an adult and can see
the long-term value
of appropriate behaviors.
Your child only sees
what is immediately valuable.
Faced with a task the child
will only do what is expedient
unless there are valuable
short term rewards
for which to work.
-----------------------
|
家长可以做
许多的事。
控制你孩子的零花钱
和礼物从而控制你的孩子。
假如你想要你的孩子成功，
你必须担当起鼓励孩子的责任。
你是一个成年人；
你能看到适当行为的长远价值。
你的孩子只能看到眼前的
价值。
孩子只会选择便利
并有及时回报的任
务去做。
-------------------
|
CHANGE THE BALANCE
OF APPROVAL/DISAPPROVAL.
You can improve the relationship
with your child and improve your
child's behavior.
Make a positive daily review
of your children's good behaviors.
Socially reward what you like.
Limit attention
for what you dislike.
A successful motivation system
makes more rewards available
for "good" or "desirable" behavior
than bad or undesirable behavior.
------------------------
|
改变同意/不同意的平衡。
你能改善与你孩子的关系
并且提高孩子的行为。
每日对你孩子好的行
为做极积的总结。
奖励他好的行为。
降低对他的不好
行为的注意力。
一个好的奖励
制度提高好的
或受欢迎的行为，
而减低坏的或不
受欢迎的行为。
-------------------
|
REINFORCEMENT WORKS
All of us need reinforcement
or approval in our lives.
Failing to get reinforcement
by normal or acceptable means
we will get it by unusual means.
Only a few unusual behaviors
are considered acceptable
by our conformist society.
The child using unusual behaviors
to get reinforcement
is often excluded from many
kinds of social acceptance.
The child excluded
from desirable social acceptance
has no real choice in life.
Children try to defend
their self-image.
The child tries
to outweigh the losing
by one means or another.
What the child tries
may be even less acceptable.
The child may try
to throw the responsibility
for negative actions
on others.
A child may get others
to use bad behavior.
The child may provoke
the mother to nag
or the father to threaten.
This evens the score temporarily
as far as the child is concerned
but in the long term
the child loses.
The adult will further limit
positive attention.
The more punitive or unrewarding
the environment
the more desperate the child is
for acceptance.
To get recognition
the child tries
various kinds of behavior
including good behavior.
Most desirable behaviors
are quiet and unobtrusive.
Good behavior is often taken
for granted.
Parents are usually grateful
for a little peace and quiet.
Parents may not notice
and reinforce good behavior
as frequently as bad behavior.
Even the most unacceptable
delinquents or felons
exhibit good behavior
80 to 90% of the time.
Why do we consistently
catch them doing wrong?
1.
We have been trained
by our environment and culture
to be punitive.
2.
We are afraid to reward
for good behavior because we
may be accused of bribery.
3.
Many undesirable behaviors
are noisy and threatening
so are usually noticed immediately.
4.
We take good behavior
for granted.
We provide our children
with homes and food.
Don't they owe us
something?
5.
The child who has a long pattern
of misbehaving does try
to conform in every way possible.
After conforming 90% of the day
and getting little reinforcement
the child reverts to unacceptable
acts that get attention.
6.
The reward of immediate attention
after a bad behavior may increase
the frequency of the bad behavior.
Now bad behavior pays better
than good behavior.
--------------------------
|
反复加强的作用
在生活中我们都需要被
认可或者被赞成。
不能通过正常的
方式取得认可，
我们就会从不正常
的方式中取得。
只有很少的例外的行为被
我们这个常规的社会接受。
孩子利用不同寻常的
行为来取得认可，
这常常被社会排斥。
受社会排斥的孩子在
现实社会中没有
真正的选择。
孩子常常维护其自我形象。
他们尝试一个又一个的方法
来摆脱失败的局面。
所有他所尝试的方法
可能更加难以为社会接受。
他会采取一些增加别人的负担的消极的行为。
他可能教会别的小孩同样的坏的举止。
他的行为可能引起母亲的
唠叨和父亲的恼怒。
短期来说， 他似乎打平局了，
但从长远来看，
他还是输了。
成年人会限制积极的注意力。
越是在惩罚性的或无制约的环境下，
孩子越会拚命地寻求社会的接受。
为了得到社会的承认，
他会表现各种行为其中包括好的
行为。
最受欢迎的行为常常不为人注意。
好的行为经常被视作理所当然。
家长们常希望宁静。
家长们通常对好行为的注意不如对坏行为的注意多。
即使是那些最让人不可接受的
少年犯在百分之八十到九十的
时间里表现好的行为。
为什么我们经常发现他们
干坏事？
1.我们已经被我们的环境和文
化训练成为制发人的人了。
2.
我们顾忌奖励好的行为因为
不愿被人指责有意偏瘫。
3.
许多的不受欢迎的行为是
吵闹的并具有威胁性的，所以
通常立刻就被注意到了。
4.
我们对好的行为不以为然。
我们对孩子们提供吃的住的。
难道他们不欠我们吗？
5.
长期不守规矩的小孩
想尽各种途径要求上进。
在化了百分之九十的精力试图做好得到的却是甚微的注意力，
很自然孩子便回到从前的不良举止以吸引更多的注意力。
6.
我们对孩子的不良举止所做出的立即反应只能增加该举止的频率。
坏表现比好表现得到更多的回
报。
-------------
|
THE BASIC RULE OF THE
"WINNING SYSTEMS".
What happens immediately
after a behavior
determines whether or not
it will be repeated.
Unless parents are very careful
they will find themselves
reinforcing unacceptable behavior
rather than acceptable behavior.
For example:
A quick verbal response
even if critical
is usually a reinforcer.
Winning Systems outlines
practical methods to counteract
the strong reinforcers
for unacceptable behavior.
----------------------------
|
成功制度的基本原则。
对一种行为所做出的及时反应常常决定这种行为是否会被重复。
除非家长们非常小心否则他们会
发现自己在支持孩子的坏行为
而不是在支持孩子的好行为。
例如：
一个快速的口头警告甚至
严重责备经常起到
一个强调作用。
在如何对待不良举止的问题上成功制度概括了一些实用的
方法
------------------
|
SCHOOL HOMEWORK
NAG & HASSLE
Controlling homework
is one of the most difficult tasks
faced by parents.
Homework is a minimal
but important obligation.
Homework can upset a family's
equilibrium and widen the gap
between parent and child.
How many times have you as a parent
participated in the following
conversations?
"Have you done your homework?"
"I already did it in school."
"Have you done your homework?"
"In a minute, mom."
"I need a sandwich."
"Have you done your homework yet?"
"But mom,
it is almost supper time."
"Do your homework."
"As soon as this program is over."
"Go do your homework - now!"
"I'm in training and
I have to be in bed by nine."
"I'll do it in study hall."
It seems that many young people
subscribe to the philosophy
"never do today what
you can put off until tomorrow."
There are many reasons
why children don't do homework.
-The child may not have been taught
to do extra work for school.
-The child may have learned early
that short term rewards are given
regardless of study.
-The child is included
in family activities
like movies or weekend trips
with or without studying.
-There are too many school
activities or sports
that compete
for study time.
-The child is not academically ready
for the work that is assigned.
-The child consistently forgets
to bring the work home.
-After tv and play
there is no time left
to do homework.
-The child hasn't been taught
proper study methods.
-The child may study too slowly.
------------------------------
|
家庭作业
唠叨和激烈争论
控制家庭作业是家长所要面
临的最困难的任务之一。
家庭作业是学生的所要承担的最低的但却重要的责任。
家庭作业能破坏一个家庭的
平衡并且增加父母孩子之间
的隔阂。
作为一个家长，你和你的孩子进行过多少次如下的谈话？
“你做了功课吗？”
“我在学校里就做完了。”
“你做了功课吗？”
“一会儿就做，妈.”
“我要吃一个三明治。”
“你还没有做你的功课吗？”
“可是，妈，现在差不多是吃
晚餐的时间了.”
“你做了功课吗？”
“等我一看完这个电视节目，
我就开始做功课。”
“去做你的功课—现在就去！”
“我在受训期间，必须在九点钟
以前睡觉。”
“我会在学校里做。”
似乎许多年轻人运用
这样一种哲学：“能拖到明天的就明天做。”
学生不做家庭作业是有许多
原因的。
-其中之一，
没人教导孩子做额外的功课。
-学生可能从小就养成了这种
认识：不管努力还是不努力
学习，他都能获得奖励。
-不管孩子学习还是不学习，他
们的家长都会带他们去看电影
和周末的郊游。
-过多的学校活动和
体育运动在与学生的学习
时间竞争。
-学生没有能力完成学校分配给他们的功课。
-学生经常忘记把功课带
回家。
-在看完电视和做完游戏后
再没有时间做功课了。
-学生还没有被教会适当的
学习方法。
-学生的学习步伐可能太缓慢。
---------------------
|
WHY SOME TEACHERS
DON'T ASSIGN HOMEWORK.
-Many students
don't do their homework.
Many teachers do not want
to ask for something
they rarely get.
Teachers can feel
that it is futile
to assign homework
that is never completed.
-A few schools believe students
have worked hard enough
and should be allowed time
of their own after school.
I simply disagree
for several reasons.
-One or two hours of homework
leaves plenty of time
for play and sports.
-Students will lose many chances
to "win" if they don't
do supplemental work.
-Homework and independent study
may be the student's most
productive time.
-Some teachers and schools
do not want parents teaching their
students for fear
of conflicting teaching methods.
I also believe some parents
should limit their "teaching".
Parents can make sure
they don't conflict
by discussing the curriculum
with the teacher.
Some teachers don't want
some parents
to supervise homework?
Many teachers believe
that too much parental tutoring
might train students
to be dependent on personal attention.
I agree this can be
a serious problem.
Parents should concentrate
their time on simply
observing and rewarding
the quantity
of their children's work.
Parents can listen
without criticism
to a brief "tell-back"
on material being studied.
--------------------
|
为什么有些教师
不布置家庭作业？
-许多学生不做家庭作业。
许多教师不想布置了作业
却又收不回来。
这些教师觉得没有必要
布置了作业
学生却不完成。
个别的学校认为他们的学生
在学校里已经够努力了，
应该允许学生掌握自己的
校外时间。
我根本就不同意这种看法
因为以下的几个原因。
-一两个小时的家庭作业给
学生留下足够的时间玩耍
和体育活动。
-学生将会失去许多的成功
机会假如他们不作补充的作业。
-家庭作业和独立学习可能是学生
最有收效的学习时间。
-一些教师和学校不
希望家长的教学方法
与他们的相抵触。
我也同意有些家长应该限制他们
所谓的家庭教学。
家长应确保不在与教师
讨论教学大纲问题上发生冲突。
是不是有些教师不希望家长
参与指导学生的家庭
作业呢？
许多的教师认为太多的家长辅导
可能会养成学生对家长的依赖性。
我也认为这是一个严重的问题。
家长应该把精力集中在观察和奖励
学生功课质量上。
家长可以倾听学生对所
学内容作出的概括而不横架批评。
威胁和惩罚会导致失败
许多家长使用一个惩罚系统。
“马上做你的功课，
不然的话
你是自找麻烦。”
-------------------------
|
THREATS AND
PUNISHMENT FAIL
Many parents use a threat system.
"Do it now or you'll really
catch it from me."
If the threat doesn't materialize,
why should the student worry?
Words don't hurt the body.
The child can still
satisfy more immediate desires.
Tomorrow is a long way away.
Q.
What if the suggested punishments
do materialize?
A.
When threats are delivered
children are in no emotional state
to study constructively.
A.
The student may grow
to despise homework
because of its constant association
with unpleasantness.
-------------------------
|
假如家长的威胁
不能产生效果，
为什么学生会担心呢？
语言威胁。
小孩仍然做他乐意的事。
明天还十分遥远。
问：
假如家长的口头惩罚的确产生
效果，情况会怎么样呢？
答：
当家长威胁孩子时，孩子们不会有好的心境来学习。
答：
学生可能会久而久之地讨厌起家庭作业因为家庭作业带来的只是不愉快。
----------------------------
|
LONG TERM REWARDS FAIL
Some parents resort
to an ineffective
long-term reward system.
"Do your homework every night
for 3 weeks and we'll see about
getting you a new tennis racket."
One weakness in using
long-term rewards
is a child's
perception of time.
One week or the end of the quarter
seems like forever to a child.
A child can rarely think
in long-range terms.
After a day or two the lure
of the prize will be less than
that of an immediate T.V. program.
----------------------
|
长远的奖励失败
有些家长依靠一个无效的
长远的奖励制度。
“如果你能够坚持每晚做家庭作业
三个星期，
我们会想办法给你买一付新的网球拍”
使用长期奖励的一个弱点是学
生对时间的看法。
一个星期或者三个月对孩子
来说似乎是永恒的。
小孩很少从长远想事情。
一两天之后，对他们来说长远的奖励似乎不如眼前的电视节目
有诱惑力。
---------------------
|
REASONING OFTEN FAILS
"You know how important
your education is."
Don't you think you
should do your homework?"
Reasoning with a child
about homework
may not work either.
The child perceives reality
in short range terms.
The future is a long way off.
PUNISHMENT AND REASONING
DON'T WORK
---------------------
|
分析道理往往不起作用
“你明白你的教育是十分重要的”
你不觉得你应该做家庭作业
吗？
与孩子分析家庭作业的重要性
可能也不起作用。
学生只能从短期的角度来理解
现实。
未来还十分遥远。
惩罚和讲道理不起作用
-----------------------
|
WHAT DOES WORK?
Q.
How can parents convince
their children to do homework?
A.
The short term rewards
of the "Winning System" work.
The Winning System works
because it is based on
consistent and immediate rewards.
It rewards positive behavior
and academic work.
Parents use a proven contract
whereby privileges and money
are contingent upon performance.
Each reward for your child
is given a certain value
and so is each task.
The reward and task values
are measured on a point system.
The child learns important facts.
There are certain
responsibilities attached
to being a member of the family.
The world does not provide
for all of a person's
wants and needs unless
something is done first.
Academic performance
pays immediately.
The "Winning System" has been
tried and proven in action.
Parents like it
and the kids like it.
It eases the emotional stress
on the parents.
It helps children feel
that they are real people.
--------------------
|
什么起作用呢？问：
家长怎么样才能说服学生做
家庭作业呢？
答：
成功制度的短期奖励起作用。
成功制度起作用的原因是
它是建立在不间断和
及时回报的奖励基础上。
它鼓励好的行为和成绩。
家长采用经证明有效的与表现紧密联系的合同制来决定孩子的特权和零用钱。
每一份作业和孩子的奖励都具有一定的价值。
奖励和作业的价值是用十分制
系统来衡量的。
学生学习重要的事件。
每个家庭成员都具有一定的
责任。
只有通过努力，
才能获得一个人希望拥有的一切。
好的成绩有即使的回报。
成功制度已被实践证明有效。
家长喜欢它，
孩子们也喜欢它。
它减轻家长的精神压力。
它帮助孩子们意识到他们是
真正的人。
--------------------- |
THE CASE for
INDEPENDENT STUDY
Motivating and controlling
this one aspect
of your child's life
will do more than almost
anything else you can do.
You can positively make sure
your child has
a successful life experience.
Consider the people you have known
over the years
who went on to do well in life.
Probably over 95%
of the ones we call successful
were good readers
or did supplemental reading.
These people acquired
an extra store of knowledge
and have an advantage over others.
Our society rewards people
with the independent study habit.
STUDENTS WHO STUDY
GET THE BEST REWARDS
Students who do independent study
are bombarded with good grades
and social acceptance.
Recognition by teachers
and administrators leads
to awards and scholarships.
Many of these students
are rewarded with acceptance
to the best colleges and jobs.
Academic performance earns
high-level social opportunities.
We all know many children
who did not do well in school.
Probably 90% did not
do their homework
or extra reading.
Their knowledge bank and ability
to increase their knowledge
were limited.
Most of them achieved limited
social and financial success.
-------------------
MOTIVATING CHILDREN
TO DO THE RIGHT THING
AT THE RIGHT TIME
The "Winning System" is designed
to get reading
and study habits going.
Start the system
by rewarding your child
for each fifteen minutes
of homework or writing.
In cash.
Every day.
The child soon learns
that income can be increased
by increasing study time.
The money can be exchanged
for items the child selects
as a reward.
The rewards for homework and study
should comprise at least two thirds
of the rewards the child receives
from all sources.
Reward management should continue
for as long as the student
lives in your home.
Beware!
Caution!
If the child receives
too many "gifts"
the effects of the reward system
will be negated.
--------------------------
|
独立学习的事项
鼓励和监督学生
自学对学生
的生活有巨
大的影响。
由此你可以确保你
孩子会有一个
成功的生活。
想一想你所认识
的那些成功人士。
其中百分之九十
五以上的成功者是
善于阅读的，
并且做了大量的阅读。
这些人掌握了大量的知识，
他们比一般人有
许多有利之处。
我们的社会奖
励那些有自学
习惯的人。
那些努力学习的学生
得到最好的报酬。
那些能自学的学生
常常取得好成绩以及
社会的认可。
教师和学校的重视使
他们受到更多的鼓
励和奖学金。
他们当中的许多人
被最好的学校收录或
是最好的公司录用。
学术成绩给他们提供
更多的融入上流社会的机会。
我们都知道许多的孩
子在学校里学得不好。
其中百分子九十的学生不
做家庭作业或者不
做额外阅读。
他们的知识面有限，
他们增长知识的
能力也有限。
----------------------
他们中的许多人
不能取得社会的
和经济上的成功。
鼓励学生要适时，
得体成功制度是用来建
立正确的学习方法
和阅读习惯。
每隔十五分钟的
家庭作业或写作，
家长奖励。
现金。
每日。
学生很快就发现
增加学习时间能
提高收入。
这些钱可以用来交换
学生选中的物品。
家庭作业和学习的奖励
应该至少占孩子所能收
到的所有奖励的二分之三。
只要孩子住在家里一天，
家长就应该不间
断这种奖励。
当心！
注意！
假如学生获得
太多的礼物，
奖励制度的效果可
能就失灵了。
---------------------
|
FALLING BEHIND
Supplemental Study
is imperative
for any student
who has fallen
below grade level.
Any of the following factors
can cause a student
to fall behind.
-Changes of teachers and schools.
-Emotional distractions from
divorce and family upsets.
-Competition with siblings.
-A minor learning disability.
-In most cases
the student learns to avoid trying
to read or study.
The student learns avoidance
because it pays off right away.
-The student learns
to avoid trying
because trying can lead
to failing.
-By not trying
the student gets to goof off.
-------------------------
|
落后
对那些落后生而
言补课是绝对
必要的。
任何以下的因素都可
能造成学生的
落后。
-换教师，换学校。
-由于父母离婚和其他家庭纠纷所造成感情上的分心。
-兄弟姐妹之间的竞争。
-有轻微学习障碍。
-在多数的情况下，
学生想办法
回避读书和学习。
学生学会回避学习因为能收到及时的注意力。
-学生学会回避努力因为他们认为
努力可能导致失败。
-学生不努力的结果就是混日子。
---------------------
|
EARLY PROBLEMS
CREATE DISASTER
Some students fail to master
important concepts and skills
essential to continued progress.
During the early years
they SEEM to keep trying.
This is because trying
is the acceptable behavior.
Without success the student
will eventually stop trying
and avoid learning.
The student will try
to hide the problem.
Students don't want
to be classified
as "dumb" or "slow."
The student may learn
to act "lazy" or "stupid."
Some act "learning disabled"
or "retarded."
These behaviors pay off
in several ways:
The student doesn't have
to work and is allowed
to play or just sit.
The student can avoid failure
by not trying.
---------------------
|
早期的问题造成不幸
一些学生不能够掌握进一步深造所需的重要概念和技能。
在年幼时，
他们似乎不断地尝试和努力。
这是因为努力是受人欢迎的行为。
可是由于缺乏成功，
学生最终放弃努力
并且回避学习。
学生同时会想办法隐瞒问题。
学生不想被别人称为傻瓜或弱智。
学生可能想学会装懒和表现愚蠢。
某些学生假装有学习
障碍或智力迟钝。
这些学生从中得到如下的满足：
学生因此光坐着不干
活而且还可以玩。
这样可以避免失败的可能。
---------------------
|
FAILING STUDENTS
CAN SUCCEED
Use the following procedures.
-Special accelerated instruction
to eliminate their weaknesses.
-Special motivation programs
to keep them studying
once they
are at grade level or above.
-Extra reading
and writing assignments.
They have missed out on
one or several years of reading.
They must read or listen
to extra books to make up
for comprehension deficits.
They need the ability
to understand and absorb
new information and concepts.
Q.
Is it your responsibility
to help your children raise
their grades?
Let's understand one thing.
Parents and teachers
must lead the way
for their children.
Parents of successful students
make sure their children
do their homework.
They must do this until the child
is mature enough
to see how homework relates
to life's goals.
We simply cannot count
on students doing work
because they "owe" it
to us.
Children must understand
the benefits of a good education
and the consequences
of a limited education.
-----------------------------
|
落后的学生能够成功。
使用以下步骤。
-特别的强化指导可以消除他们
的弱点。
-特别的激励计划可使他们不断
地学习提高。
-额外的阅读和写作练习。
学生已经荒废了几年的阅读。
他们必须听，读额外的书籍
来弥补理解能力上的缺陷。
他们需要理解和吸收新信息和
观念的能力。
问
提高学生的成绩是不是家长的
责任呢？
我们应该理解一件事情。
家长和老师必须领导学生到正
确的道路上。
那些成功的学生的家长保证学生
完成家庭作业。
家长必须坚持督促
直到孩子自觉意识到
家庭作业与他们的生活
目标是相互联系的。
我们不能认为学生做作业
是因为他们欠我们的。
学生必须理解良
好的教育所带来
的利益和有限的教
育所带来的后果。
---------------------
|
THINKING AND
COMPREHENSION SKILLS
Comprehension is not obtained
from one page out of a book.
It is a combination
of all the knowledge
you have accumulated
from all learning experiences.
This includes the books
you have read and the TV
you have watched.
You have also learned
from working experiences
and personal interaction.
People who read can access
a wealth of information
at incredible speeds.
Reading allows opportunities
that are not available
to the non-reader.
Poor readers will continue
to have poor comprehension
until they have read or listened
to a large number of books.
Good students continue
reading and studying
at their normal rate.
This multiplies their
advantage over time.
Comprehension improves
WHEN the mind has had the chance
to process more information
Comprehension improves
as the mind is exposed
to books and experiences.
To catch up and be competitive
a poor student must supplement
school work with supervised
independent study and reading.
The student can make up
the knowledge deficit
by reading or listening
to extra books.
The student can turn in extra
papers and projects.
Extra work earns
the fantastic social rewards
above average students receive.
-----------------------
PREVENTING DROPOUTS
Newspapers and magazines
continually talk about
the high drop out rates
in junior high and high school.
I'm sure that the primary reasons
for dropping out
are basic skill deficits
and poor study habits.
Parents can train their children
by setting up a "Winning System"
for independent study.
The most important gift
parents can give their children
is the habit of reading or studying
each day of their lives.
Parents can easily
control study behavior
because they control the rewards
their children receive.
They can make sure
time is spent reading books.
They can help plan
independent study projects
if no homework
is assigned at school.
Parents can supervise
book reports and short papers
which may later be handed in
for extra credit.
Parents can integrate
multiple forms of media
into independent study projects.
Parents can stimulate
commentary and discussion
on the material studied.
Extra reading and discussion
will build speaking skills.
The book reports and papers
will develop organizing
and writing skills.
Your child must practice
the presentation skills
of writing and speaking.
It is the only way
to gain the approval
of educators and peers.
--------------------------
|
思考和理解的技能
理解力是无法从一本
书的一页纸中取得的。
它是你所有的学习
经历的总结。
这包括你所读过的
书和你所看过的
电视。
还有你在工作中和与
人交往中学到的经验。
那些善于阅读的人能
够以惊人的速度
吸取丰富的知识。
阅读给予阅读者
许多非阅读者
得不到的机会。
只有通过听读大量的书籍
阅读能力差的人才能
提高他们的理解能力。
好的学生会继续作他
们常规的阅读和学习。
随着时间推移这就使
他们更具优势。
大脑处理信息越多
理解力就一次次的增强。
理解力的提高是
与大脑和书本的
接触和经历相联系的。
学习差的学生必
须利用有监督的自
和阅读才能赶上其他学生，
才能有竞争力。
学生能够通过读
和听额外的书籍
来弥补他们知识
上的缺陷。
这些学生可以上
缴额外的作业。
额外的作业可以使学
生收到普通学生
所没有的奖励。
-------------------
防止中途退学
报纸和杂志经常
谈到初中和高中
有很高的退学率。
我相信其中的主要
原因是学生缺乏基
本的学习技能和
坏的学习习惯。
家长能够使用成
功制度来训练他们
的孩子自学。
使学生养成每日
阅读和学习的习惯
是家长能够给与学
生的最好的礼物。
家长能够通过控制
孩子的奖品来控制
学生的学习行为。
家长能够确保学生把
时间花在阅读书籍上。
在没有家庭作业的情况下，
家长可以帮助学
生设计独立的学
习计划。
家长可以监督学生
做一些读书报告和
短篇作文，学生可
以上交这些作业
来得到附加分。
家长能够运用多种
媒介形式到学生的
独立学习的计划上。
家长能够促进学生
对学习材料的评
论和讨论。
额外的阅读和讨论
能提高学生的
谈话能力。
读书报告和作文可以
发展学生的组织
和写作能力。
你的孩子必须练习说
写的公开表达能力。
这是学生唯一的得
到老师和同学的
承认方法。
---------------------
|
CONTINUING REWARDS
It is important to reward
reading and studying
so long as your child
lives in your home.
Very few poor readers really learn
to enjoy reading.
It continues to be a chore
and something to avoid
unless there is a specific
reason for reading.
If you continue the "Winning System"
until your child leaves home
you will know
that your child has read.
You will know your child
developed better comprehension
and decision making skills.
Your child will know methods
for learning new material
for colleges or new jobs.
"But I'm not sure
my child will want
to go on
to higher education."
This is all the more reason
for you to supervise
a reading and study program.
Your child must know
how to learn when confronted
with the need for information.
-----------------------
|
连续的奖励
只要学生在家里住一天，
就应奖励学生的阅读和学习。
非常少的差的阅读者真正地
喜欢阅读。
除非他们有特别的理由去阅读，
否则他们会想尽办法
不断地回避读书。
假如你一直使用成功制度直到
你的孩子离家自立，
那时你会发现你的孩子能够阅读。
你会知道你的孩子已经养成了较好的理解和作决定的技能。
你的小孩会掌握学习大学课程和工作材料的方法。
“但是我不知道我的孩子是否
想上大学？”
这就是你要监督学生阅读和学习的主要原因。
你的孩子必须知道如何学习和查找 资料。
---------------------
|
NOT PLANNING COLLEGE?
If a student isn't planning
to go to college
the parents must make sure
the student is capable
of self education.
Students who have no interest
in continuing their education
must be taught
to educate themselves.
The day is long past
where a person could
expect to work
in one trade for life.
Statistics show that most people
have a job change
every two or three years.
The job change usually requires
substantial new learning
and retraining.
---------------------
TERMINAL TRACKING
Terminally tracking a student
who is a poor reader
into low level vocational training
creates many problems.
-Poor readers are usually slow
to understand or comprehend
the new material
that must be mastered.
-A limited reading background
severely reduces
decision making ability.
It takes much longer
to reach each new level.
-Limited reading background
limits understanding and tolerance
of other people's ideas.
-Poor learners may be excluded from
many unions and vocational schools.
The learning skills required
are too difficult.
-Many vocational schools
require higher reading ability
than some local colleges.
The poor reader
needs special help
with reading and must be trained
in self education skills.
This is the only way
to meet the requirements
for jobs the student
will want to hold.
-------------------
PARENT ANXIETY
All parents
of underachieving students
have feelings
of anxiety and frustration.
They do not understand
the problem or the solutions.
Both the problem
and the solutions mystify them.
They are justly concerned
for their children's welfare.
Parents should not blame themselves
or the schools
for a student's handicap.
Once they recognize there
is a problem parents should proceed
with specific remedies.
-------------------------
|
不打算上大学？
假如学生不准备上大学，
家长必须保证学生具
有自学的能力。
不愿进大学的学生必须
有自学的能力。
那种一技之长可以
维持一生的
日子已过。
统计表明，
大多数的人每两三年
换一次工作。
换工作常常要求大量
新的知识和培训。
--------------------------
定期检查
在低级的职业训练中定期检查一个阅读能力差的学生会导致许多的问题。
-阅读差的人常常对那些必须
熟练掌握的新材料理解和吸收得
很慢。
-阅读面窄会严重地影
响一个人的决定能力。
一个人要花很长的时间才能把
他的阅读水平提高到一个新的
标准上去。
-阅读面窄也会影响一个人对其他人的观念的理解和接纳。
-许多团体和职业学校排斥学习能力差的人。
对他们来说，
所必需的学习技能太困难了。
-许多职业学校对学生的阅
读能力的要求比一些普通
大学高。
阅读差的学生需要
在阅读和自学
能力上受特别的训练。
只有这样学生才能满足
工作的要求。
----------------------
家长的忧郁
学习成绩不良的学
生家长都有
忧郁和挫折的感觉。
他们找不到问
题和答案。
寻找问题和答案使他
们感到困惑。
他们对孩子的幸福的担心是
完全可以理解的。
家长不因该为学生的
学习上的缺陷
而埋怨自己或者学校。
一旦发现问题，
家长应该针对
性地解决。
---------------------
|
MAKE SURE
CHILDREN WIN
Parents must solve
the problem themselves
regardless of the original cause.
Parents should not expect more help
from the schools and social agencies.
Schools only see a student
for 6 or 7 hours a day.
School hours are usually divided up
between 3 to 8 different teachers.
Teachers in most districts
change every year
as the student advances.
There is no way
these various teachers can provide
the close support necessary
to insure each student's success.
Parents control the other 17 or
18 hours of the day.
Parents can use those hours
to teach their children
correct behaviors.
Parents must teach their children
to be winners or environments
may teach them to be losers.
Parents need a new concept
of today's problems and solutions
that will really work.
Parents need an understanding
of the complex difficulties
facing young learners.
One major problem is societal change
and what that has done
to communication and learning.
Today's students have so
many ways to spend their time.
Academics are often not
their primary focus.
Television and sports activities
have interfered
with the development
of communication skills.
Children are offered activities
ranging from athletics
to the idle viewing of MTV.
It's no surprise that children
will often choose another activity
over studying.
----------------------
|
保证孩子的成功
不管起因如何，
家长必须自己解决问题。
家长不因该把希望寄托在
学校和其他的社会机构。
学校每天只与学生接触
六到七个小时。
这段时间一般由三到
八个教师来负责。
随着每年学生的升级，
大多数教区的教师也变换。
这些教师是根本不能给学
生提供亲密的支持来确保学
生的成功。
家长控制其余的
十七或十八个小时。
家长可以利用这段时间
来教授学生正确的行为。
要么家长教育他们的孩
子成为成功者，
要么社会环境教他们
变成失败者。
家长必须运用新的观念来
看待学生当今的问题并
采取行之有效的
解决方法。
家长必须理解这些年轻
人所面临的复杂的困境。
社会的变化和交流，
学习的变化方式成为一
个主要的问题。
今天的学生有许多的方
式来打发时间。
学习常常不是他们
的主要焦点。
电视和体育活动已经影响
和干扰了学生谈话交流技
能的发展。
学生有机会从事运动和
观看MTV。
难怪学生不选择学习
而选择其他活动。
---------------------
|
UNDERSTANDING
REWARD MANAGEMENT
Many parents
simply do not know
effective methods
for training their children.
Parents can't expect their child's
attitude about education
to improve automatically.
The child must associate
something positive
with the learning experience.
Good students are already working
under a strong reward system.
They receive good grades
and the approval of peers and teachers.
Poor students are working
to avoid low grades
with much apprehension.
----------------------
WHAT PARENTS CAN DO
Parents can implement a reward system
that will inspire
successful behaviors.
Over time the child
will understand the social rewards
of achievement.
Parents must learn
the causes of problems.
Once the causes have been identified
parents can apply positive methods
to correct the problems.
Parents can improve
the home training system
Parents can correct
any potential causes
for school failure.
Parents can limit
social and sporting activities
that interfere with homework.
Parents can control
the quantity and timing
of television watching.
Parents can make sure
there is more time
for family-based
discussion and learning.
Parents can redirect
their child's attention
to more educational activities.
Parents may insist
that their children
listen to auditory books
or watch educational videos.
Parents may select
library videos
that parallel and supplement
their child's curriculum.
Parents are the only ones
who can make sure
that their children
do daily homework
or independent study.
----------------------
PUNISHMENT PROBLEMS
Many parents have tried
to use punishment
to control behavior.
Too many parents have been
caught in a trap
by relying on threats or punishment
they couldn't or wouldn't deliver.
Threats of punishment
cause inconsistency.
We parents and teachers often
promise or threaten a lot more
than we deliver.
Punishment only works
if rarely used.
A punishment may work
one or more times.
Parents tend to repeat
punishment several times
until it loses its effectiveness.
The resulting inconsistency
hurts the child's sense of security
and self-confidence.
----------------------
|
了解如何管理奖励
许多的家长不懂得
使用有效的
方法来训练孩子。
家长不能指望孩子
对教育的态度
会自觉地改善。
孩子必须把学习与带鼓
励性的事情联系起来。
好学生已经体会到强
大的奖励系统的作用。
他们在学校取得好成
绩并且受到同学和
老师的赞扬。
学习差的学生担心并
想尽办法努力避免
不好的成绩。
-------------------------
家长所能做的事
家长可以采取一个
能够鼓励成功行为
的奖励系统。
经过一段时间，
孩子会体会
到社会对他们成
就的报答。
家长必须了解原因。
一旦把问题找到了，
家长就可以
运用积极的方法
改正问题。
家长能够改善家
庭训练系统。
家长能够纠正导致学生
学习失败的潜在的原因。
家长能够限制那些干扰
学生做家庭作业的社会
的和体育活动。
家长能控制学生看电视
的次数和时间。
家长能保证有较多的家
庭性的讨论和学习时间。
家长能把孩子的注意力
引向较多的教育活动上去。
家长还可以让孩子听
配音的书或者观看教
育类的录像。
家长可以从图书馆里选
择一些与学生功课有
关的录像资料。
家长是唯一能够监督
学生做家庭作业或独
立学习的人。
------------------------
惩罚带来的问题
许多的家长使用惩罚
来控制孩子的行为。
太多的家长依赖那些
他们无法兑现的威胁
和惩罚而使家长们自
己陷入了一个圈套。
威胁惩罚造成不
一致性。
我们教师和家长经常发
誓或威胁学生很多而实
际上却不能落实。
惩罚只有少用才会
产生效果。
一种惩罚可以起一到
多次效果。
家长重复使用一种
惩罚直到这种方法
完全失灵。
这种不一致性伤
害孩子的安全感
和自信心。
---------------------
|
PUNISHMENT HAS
BAD SIDE EFFECTS.
The threat of punishment combined
with apprehension of failure
will cause a student
to avoid school work at all costs.
When punishment is used
to control the educational process
students are unlikely
to learn to enjoy learning.
Students may associate
their negative feelings
about punishment
with their already negative feelings
about education.
Our solution
is to teach students the relationship
between achievements in school
and the rewards of succeeding.
----------------------
FAILURE PATTERNS
The students usually make
their best effort.
Then they find out their efforts
were not good enough.
Feelings of inadequacy
and inferiority cause
"emotional distraction".
The inattentive student
misses out
on basic concepts.
Within a few weeks
the student finds it difficult
to handle the daily work.
At this point
the student usually tries
to cover up.
Students want to avoid
being laughed at
or rejected by peers.
Soon the student starts
to draw criticism
or special attention
from teachers.
In the long run
the student learns
"not to try" as a device
to avoid further failure.
Continued exposure to failure
has a disastrous effect
on the student's emotions
and personality.
Self esteem is easy
to destroy and difficult
to rebuild.
---------------------
|
惩罚有不好
的负作用。
威胁惩罚和担心失败加
在一起只能导致学生不
惜一切代价去避免
学校功课。
当惩罚被用以控制教育
成果这只能使学生厌学。
学生可能由于对
惩罚反感而
加深对教育的反感。
我们的解决方法是教育
学生建立学校成就和
奖励成功的联系。
-----------------------
失败的模式
学生常常尽他们
最大的努力。
他们后来发现他们的
努力还不够。
这种看低自己和内疚的
感觉造成情绪上的干扰。
注意力不集中的学生不
能掌握基本概念。
在短短几星期内，
学生应付每日的功
课都觉有困难。
这种时候，
学生常常想掩
盖真相。
学生想避免被其他同
学的嘲笑和拒绝。
很快学生就受到老
师的批评和特
别注意。
长期下来，
学生养成通过不
努力来避免失
败的习惯。
持续的失败对学生
情绪和个性上起着
令人痛心的
作用。
自尊心很容
易受害，
却难以恢复。
---------------------
|
WHAT CAN BE DONE?
Parents can establish
a reward management system.
Reward management
builds self esteem.
Consistent parents can
prevent their children's involvement
in the widespread juvenile problems
of our country.
The following chapters
are "how-to" instructions
for supervising a child's
academic and self image development.
------------------------
|
怎么办呢？
家长能够建立一个奖
励管理系统。
奖励管理帮助学生
建立自尊心。
有定性的家长能够防
止他们的孩子卷入
我们社会普遍存在的
青少年犯罪的问题。
以下几章是教育
家长如何指导
孩子的教育和自
我形象的发展。
---------------------
|
THE "WINNING SYSTEM"
This chapter explains the specific
"Winning System" that has been
set up for 99% of the students
at Accelerated Schools.
It has worked so well
that I suggest you use it
with as few variations as possible.
The four major steps are
-Listing the objectives
-Designing the system
-Presenting the system
-Evaluating the system.
Later chapters
will further explain the rationale
pitfalls to avoid
and other do's and don'ts.
Step 1.
- List the objectives.
-Increase reading skills
-Increase good work habits
-Teach independence and maturity
-Aid the student in feeling secure
-Help the student
to feel self-confident
-Increase cooperation at home
-Increase cooperation at school
-Increase academic ability
-Improve social acceptance
Create a point system.
-Decide how much each point
should be worth in money.
-Total all the money
your child receives per week
from all sources.
________allowances
________entertainment
________requests
________transportation
________gifts
________toys
________activities
________treats
________other
________TOTAL
The total is
the minimum amount of money
your child should earn
with academic points each week.
Divide the total minimum amount
of money by 5 days.
________Average per day
This reward program
should cost about 25% more
than you are now paying out.
Designing the system
The objectives can be achieved
through homework
independent study
reading
tell-backs
writing
and word-processing.
Why?
Because these behaviors
are universally valued and rewarded
by our society.
-Plan the system so the child
can win every day.
Parents must review
and chart successes each day.
"How much did my child win?" not
"Did my child win?"
This system provides important
social and monetary rewards
after performance.
Parents or the school
must pay rewards each day
(not weekly).
Paying daily reduces
hassling or nagging.
Chart the rewards on the
"Calendar for Success" (Form 45).
Form 45 was designed
with the following specific behaviors
in mind.
-To get the student
to do homework so grades can improve.
-To get the student
to read and write independently
improve comprehension
and receive other social rewards.
I do not want to add
to the list of behaviors
being rewarded.
The list of target behaviors
should be short.
I want a manageable system
that can keep working.
If you institute a small
system you can be consistent.
The student will probably perform
chores and dozens
of other desirable behaviors
for social rewards alone.
I recommend that money rewards
be used unless your family NEVER
EVER gives the child money.
Why?
Because money can be exchanged
for so many things of value
to the student.
It's also very easy
to administer and understand.
Some parents prefer not
to use money rewards.
Sometimes money is not important
to the child.
Be careful.
If a student gets any
money or gifts
they should come
immediately after achievement.
NO ALLOWANCES OR GIFTS.
Make sure the student does not
accidentally receive money after
non-performance.
Handing out money and rewards
after under-achievement
proves that under-achieving
is rewarding.
Caution.
Don't let your child
save more than 10% of the earned money.
Saving more will turn these
good short-term rewards that work
into long-term rewards that don't.
Step 3.
Presenting the Winning System
to your student
-Set up a time for you and your spouse
to speak with your child together.
Make sure that the meeting
will not have to be rushed.
In families where one parent
exercises most of the control
it may be beneficial
to have that parent
do most of the negotiating.
Display a filled out sample
"Calendar for Success"
showing potential earnings.
Tell your child
you think it is time
you both have a better system
for dealing with each other.
Examples:
a.
You are tired of all the yelling
nagging
punishments
disappointments
and arguments.
b.
You want your child to be
more consistent about
reading and studying.
c.
You want your child
to do homework
independent study
and reading.
d.
You are willing
to increase the student's
personal spending money
(no strings)
if the child cooperates.
e.
Explain that you have set up a plan
to give your child more
independence and opportunity
if he or she will cooperate.
f.
Demonstrate the rewards calendar
showing how your child
can receive more money
than before.
What if the child turns you down?
If the child refuses or
doesn't like the system
DON'T PANIC.
Keep on talking
for a while until you're sure
the child understands
how beneficial it can be.
Remember that the
system is new
to the child.
Resistance
to changing the status quo
is natural.
Think of your feelings
if your boss decided that all duties
procedures and compensation policies
were to be changed immediately.
It's within the realm of possibility
that you might initially balk.
If the student still balks
say
"I want you
to try this out for me."
Try to get the child
to agree
to at least a trial month.
Downplay the length of a month
which may seem
like just this side of eternity
to a young one.
If that doesn't work
tell the child
that you feel
you've made a fair offer.
If the child disagrees
tell him or her to sleep on it
and try to come up
with improvements.
Don't explode.
Take your time.
Time is on your side.
Don't concede failure.
The next day when you talk
listen to the counter-proposal.
If it's fair and reasonable
go along with it.
If not present your
arguments again.
Try to get a trial acceptance.
Keep in mind that your child
may not be able
to come up
with an alternative plan.
By contrast you already
have one in hand.
In the long run
you may just decide
to start the system
and start paying off each day.
Cash in hand
has closed many a deal.
If the child still refuses
to participate you may
have to use
"Alternative One"
or "Alternative Two."
It is important that you talk
to one of our counselors
before negotiating either
of the alternative programs.
Alternative One -
Double-up rewards
money and privileges.
If your child doesn't cooperate
you may have to improve the offer.
You can exchange
something that is more valuable
to your child than money.
Depending on the age
and interests of the child
you may offer play time
or video game privileges.
Maintain the original money offer
so that your child receives
daily spending money
after performance.
Determine a privilege
your child really wants
and give that AND the money
for homework and studying.
Here are examples of suitable
privileges or benefits.
Time to have the use
of the car
(with parent driving
if the student is under age).
Time to practice learning
to drive.
Time for hanging around
(free and unsupervised).
Time for weekend parties.
Time to operate the mini-bike
at an interesting place across
town where it is legal.
A fair exchange is usually
one hour of study
for one hour of privilege.
Some items may require
two or three hours
of studying
for each privilege hour.
Each family must
work out the variation
that will motivate.
Warning!
Call 1 800 school3.
Be sure to discuss any
"Double-up rewards"
and "Alternative Two"
with our teachers and counselors
before making the offer.
Alternative Two --
Have the child participate
in selecting the rewards.
Ask the child
to work with you to prepare
a list of rewards
for which the child is willing
to work.
"What can you think of that
you would like?"
"What will you be willing
to do to get it?"
Rewards must be meaningful
to the child.
Your choice may not be valuable
to your child.
Q.
What if the child says
"I don't want anything?"
A.
It probably means
that you are already providing
most of the rewards the child wants
without asking anything in return.
Consider making television time
or using the phone as privileges
that must be earned.
Q.
Are you taking away privileges
that the child had already
possessed?
A.
Yes.
The old contract system
must be scrapped.
Setting up any new contract
starts the child at zero.
Many old privileges will have
to be earned.
Point out that the system
means more rewards
and less hassle and punishment.
If this still doesn't work
re-read the previous chapters
and try again with a slightly
different approach.
You may not be
using the right bait.
You may not be communicating
effectively in the child's eyes.
Call our counselors
to negotiate the contract
for you.
We're experienced with making
reward management work.
Step 4.
Evaluating the system.
Keep records on the
Calendar of Success.
You will need
to review your successes.
Put each copy of the calendar
in a safe place.
Without the calendar record
you may prematurely
decide the system has failed you.
A review of the calendar
will remind you how much improvement
has taken place.
Compare before and after statistics.
Q.
Improvement from 1% to 50%?
Q.
Improvement from 50% to 75%?
Don't expect 100% performance.
100% is an unfair contract
that expects perfect performance
from your child.
Your student is just a child.
Even high-performing adults
occasionally fail
to perform all their tasks
at work.
Adults are occasionally late
for work.
Some may miss their
boss's deadlines.
Some may tarry by the water cooler
telling bad jokes.
A study behavior
that occurs 75 or 80 percent
of the time
should be called successful.
More than that is super.
Your child may give you
95 or 100%
on some behaviors.
Be careful you don't
take such high performance
for granted.
Don't feel your system has failed
if it drops from 100%
to a steady 75 or 80%.
Don't overreact
to small drops in
performance.
You can probably figure
out the cause by
reviewing your system
Don't start taking
your child's improvements
for granted.
The toughest problem you'll face
is the temptation
to ease up or back off
from your contract.
Remember that consistency
is important.
Try to remember
that daily maintenance
of the "Winning System"
takes very little time.
It is far less time consuming
than the tension and frustration
of unrealized expectations.
Don't be tempted to give up.
Remember the fears and uncertainty
you felt before the "Winning System"
started working for you.
Q.
Your system isn't working at all?
Re-read this book for ideas.
Call our counselors for advice.
1 800 school3
---------------------
HOW MUCH SHOULD THE
"WINNING SYSTEM" COST?
A.
As much as you are paying out
now and a little more.
If your child is doing
no homework and no reading
you must pay an amount equal
to the allowances and gifts
they have been receiving.
The pay must be equal or better
to get a work habit going at all.
If your child has an outside job
you may have
to pay more
for each 15 minutes
so that your child learns
that homework and study are as
important as a job.
(All earnings from a job or chores
must be saved in the bank
for major purchases and may not be used
for daily spending money.)
Caution.
Don't use the "Winning System"
to "economize."
Don't offer
to pay less
for good performance
than you have been paying out
for poor performance.
Be sure you are realistic
and have included ALL extra gifts
cash and allowances in determining
how much your child has been receiving.
If you are afraid your child
will earn more than you can afford
limit the homework payments
to work done in the first two hours
in a day.
This will keep
daily study habits consistent
and cut your overall cost.
Another method of avoiding payments
beyond your means
is to offer privileges
for payments exceeding
a specified amount.
Don't be too generous
with your first offer.
a.
Too much reward money
can ruin the system.
b.
If the child doesn't have
an immediate need
for all the money
the child may become erratic
in performance.
c.
Take the child to the store
and help spend the money
until they're broke and have
to go back to work.
d.
Allow for a raise
at a later date.
Q.
What do the counselors say
to students?
A.
When the counselors
help a parent negotiate
they tell students
what a good deal they're getting.
Counselors discuss students'
opportunities for independence
and freedom of choice.
(These may be slightly
alien concepts
to many children.)
Counselors point out
the advantages compared
to restrictions and grounding.
They include positive comments
about the child's
past performances and capabilities.
Counselors try to balance
negative conclusions
they may have
about themselves.
A contract that is correctly planned
will require reasonable effort
for very valuable rewards.
Counselors may compare the pay
for other kinds of jobs.
The most important attitudes
used in a conference are
honesty and fairness.
It is most important
to stress the privileges
of financial independence.
-------------------------
DAILY REPORT CARD
AND POINT SYSTEM
A.
At Accelerated Schools
attendance and student performance
is constantly being reviewed
by teachers.
We're concerned
with the rate and trend of progress
achieved by students.
To make this review possible
each student is given
a report card score
and a homework score.
A written copy is given
to the student to take home.
We record these
scores on the student's permanent
transcript each day.
These scores serve as immediate feedback
to the students and parents
the teachers
and the supervisors of our school.
Daily report card points
Accelerated Schools transcripts
and instruction are individualized.
Each student has an individualized
daily contract of assignments
to perform.
Each student's classroom work
and behavior are rated each day.
Our teachers give a numerical grade
from 1 to 10 which indicates
the student's
academic performance and cooperation
with teachers.
If the report card is lost
before it gets home
parents call the school
for the scores.
(Don't hassle the student
for losing the report card.)
--------------------------
|
成功制度
本章将解释加速学
校为 99% 的学生所建立并
有效的成功制度。
其效果非常好，
我建议你们最好
照搬该制度。
这四个主要的的步骤是：
-列出目标
-设计制度
-呈现制度
-评价制度
以后的章节将进一
步讨论需要避免的
问题以及那些可行
那些不可行。
第一步
-列目标
-提高阅读技能
-增加好的工作习惯
-教育学生的独
立性和成熟性
-帮助学生建立安全感
-帮助学生建立自信心
-提高学校和家
长的家庭合作
-增加学校和家长的合作
-提高学生的学习能力
-提高学生的社会的接受力
建立一个积分系统：
-决定分数的现
金价值。
-累记你孩子每星
期从各处所得
到的钱。
__________零化钱
__________娱乐
__________要求
__________交通费
__________礼品费
__________玩具费
__________活动费
__________应酬费
__________其他的费用
__________总合
这个总合是学生每
星期必须赚得的最低
限度的学分奖金。
把这个总合
除以五
________平均每日的学分奖金
这个奖励计划应该
比你现在所付出
的多25%。
设计制度
以下的目标可以通过
家庭作业
自学
阅读
复述
写作
和文字处理取得。
为什么呢？
因为是行为使我
们受到社会的
普遍尊重和奖励。
-计划一个使孩子每日能
够成功的制度。
家长必须每日总结并
将这些成功列表。
“我的小孩赢得了多少钱？”
而不是
“我的小孩赢了吗？”
这个系统根据表现来
提供重要的社会
和金钱的奖励。
家长和学校必须
每日而不是每个星
期奖励学生。
每日支付可减少
麻烦和抱怨。
在成功日历上标出
奖励 （表45）。
表 45 是根据以下
特定的行为
来设计的。
-让学生做家庭作业
来提高学生的成绩。
-让学生独立地读写
可以提高学生
提高他们的理解力
和社会的认可力。
我不想增加所应奖励
的行为的名单。
目标行为的名单
必须简短。
我想要一个持续的
可管理的制度。
假如你建立一个小的制度，
你就能够保持一致性。
学生很可能做一些
日常事务和许多
让人接受的行为来
取得社会认可。
除非你们家从来
没有给小孩钱，
否则我建议你们
使用金钱奖励。
为什么呢？
因为金钱可以换
取许多对学生有
价值的东西。
金钱同时也非常容
易管理和理解。
有些家长不喜欢用金
钱来奖励学生。
有时候，
金钱对孩子并不十分重要。
注意。
只有当学生取得成绩
的时候之后，
学生才能得到立即的金
钱奖励。
没有零钱或者礼物。
确保学生在无成绩的
情况下不得到现金。
当学生取得不良的
成绩而受到
奖励只能证明不良的
成绩也会受到奖励。
当心。
孩子节省的钱不能
超过他们所挣
的 10% 。
节约太多的钱可以
使到短期的有效奖励变
成长期的无效的奖励。
第三步
把成功制度介绍给学生。
规定一个时间，
父母两人能
够与孩子坐在一起谈话。
不要匆匆忙忙地
结束该会议。
在那些有一个家长能
完全控制的家庭里，
让该家长做大
多数的谈判。
展示一份
“成功日历”
来表明他们可获得的收入。
告诉你的孩子，
你认为建立一个
有效的交流系统的
日子已经到了。
比如说：
a.
你对喝斥，
唠叨，
惩罚，
失望，
和争吵已经疲倦了。
b.
你想要你孩子的
学习和阅读更
有持续性。
c.
你希望你的孩子
能够做家庭作业，
独立学习和阅读。
d.
你愿意增加他
的零用钱，
假如他愿
与你合作。
e.
跟你的孩子解释，
你已经制定了一个
计划来给他/她更多
的独立和机会假如他
愿意与你合作。
f.
向他示范奖励日历，
表明他能够得到
更多的钱。
假如孩子不愿意呢？
假如孩子拒绝或者不
喜欢这个制度。
不要惊慌。
不断地与你的孩子
解释直到孩子理解
这个制度会对他
十分有利。
家长必须记住这
个制度对孩子来
说是全新的。
拒绝改变目前状况
的心理是自然的。
假如你的老板打
算立刻改变你们的
工作的规章制度
和报酬政策，
你会这么样想呢。
你们起初对这种
改变有反感是
完全可以想像的。
假如学生仍然拒绝，
你可以说，
“我想要你试试这个制度。”
想办法要孩子至
少尝试这种制度
一个月。
你要使孩子感到
一个月的时间对他
来说是十分短暂的。
假如这种方
法仍然不灵，
你可以告诉他
你是尽了努力了。
假如孩子还不同意，
告诉他好好想一下，
看他/她能否产生
比较好的办法。
不要发火。
要耐心。
你有的是时间。
不要认输。
明天你和你的孩子交谈的时候，
听听他们的建议。
假如孩子们的建议是
合理公平的，
你可以采纳他们的建议。
假如孩子没有意见，
你可以把你的建议
和他们再讲一遍。
想办法让他们同意试一试。
记住，
你的孩子可能无法提出
其他的方案。
通过对比，
你就会知道怎么做。
从长远来说，
你可以直接采用该制度
并且每天支付。
手里的钱可以帮助
你解决许多问题。
假如孩子仍然不同意，
你可以需要使用择中
方案之一或者折中方案
之二。
在与孩子协商之前，
你最好与学校的教育
顾问谈一谈你的方案。
择中方案之一-
加倍奖励和特别待遇。
假如你的孩子不合作，
你可能要提高你的奖励。
你可以与孩子交换一些
他觉得比金钱更
有价值的东西。
根据孩子的年纪和兴趣，
你可以
提供他们的玩的时间，
或者玩电子游戏的特权。
保持原先的金钱方案，
这样的话，
你的孩子可以在努力之后得
到零花钱。
决定一个孩子真正想要
的特权并兑现，
另外支付他做家庭作业和
学习所得的金钱。
以下是一些合适的特权
和待遇的例子．
驾车的时间
（如果小孩未到开
车的年龄家长开车。）
练习开车的时间
自由玩耍的时间。
与朋友聚会的时间
（自由无监督）。
周晚环会的时间。
踩单车到一个合
法有趣的地方。
一个小时的学习时间对
一个小时的特别待
遇来保证交换的公平。
有的时候，
两三个小时的
学习时间对换一个
小时的特别待遇。
每个家庭必须
制定有动
力的特别计划。
警告！
有什么问题，
打电话到, 1 800 school3.
家长应该在施行前
应与我们的教师
和顾问讨论那些
";加倍奖励”
或者是 “择中方案”。
择中方案二
让学生参与奖
励的选择。
家长可以与孩子一
起准备一张学生
接受的奖励清单。
“想想什么是你所喜
欢的东西”？
“你觉得想做什么来得
到这样东西？”
奖励必须对孩子有意义。
家长的选择可能对孩子
来说没价值。
问题.
假如孩子说：
“我什么都不要”，
那又怎么办呢？
答：
这可能意味着你
已经向你的孩子提
供了一切而没有
要求他们做任何的回报。
家长应该考虑使学
生努力去争取看电视
的时间和打电话的特权。
问：
你有没有打算撤销
孩子已经拥有的特
别待遇呢？
答：
是的。
旧的合约必须抛弃。
建立新的合
同从零开始。
学生必须重新争
取许多旧的特别待遇。
家长必须使学生明白，
该奖励制度意味
着更多的奖励和
较少的麻烦和惩罚。
假如这种办法仍然不灵，
家长应该重新阅读
前面的章节，
从不同角度.
尝试一下你可能没有使
用适当的钓饵。
在孩子的眼里，
你可能没有与他做有效的交流。
给学校顾问打电话，
让他们与你的小孩谈判合同。
我们有奖励管理的经验。
第四步：
评价系统。
做成功日历的记录。
你将会需要这
些记录来总结
成功的经验。
妥善保管每份日历。
没有这些纪录，
你可能会认为成功制
度导致了你的失败。
回顾日历将会提醒你取
得了多少的进步。
对比过去和现在的统计。
问：
提高1%
到 50%？
问：
从50%
提高到75%。
不要指望有 100% 的提高。
期望你的孩子达到
完美的表现，
100% 是不实际的。
你的学生还是一个孩子。
即使是能力很强
的成年人，
他们有时也不
能完成任务。
成年人
有时上班迟到。
他们中有些人错
过老板的期限。
有些人在冷水器旁边
开不好的玩笑而耽搁时间。
行为研究表明，
能够利用 70% 或
80% 的时间的人是
成功的。
超过这个限度是超常的。
你的孩子可能会利用95%
或 100% 的时间专心致志于某些事。
但是我要请家长们注意，
你们不要认为这是
理所当然的
当注意力从 100% 下降
到 75% 或 80%并保持
在该水平上，
你不要觉得你
的制度失灵。
不要对这种下降
做过份地反映。
你应回顾你的制度
找出问题所在。
不要把你孩子的进
步认为理所当然。
最麻烦的问题是家
长不坚持合同，
作出让步。
记住一致性很重要。
要记住每日花在维护成
功制度上的时间是很少的。
比起你花在由于对孩子
不切实际的希望所带来
的紧张和失望，
每日花在成功制度上的
时间是少之又少。
不要试图放弃。
还记得在成功系统开始
起作用以前，
你所感到的恐惧和疑惑。
问：
你的系统根本不起作用怎么办？
重新阅读这本书来找到答案。
打电话给我们的顾问征求建议。1 800 school3
-----------------------
加速学校的成功系统
第十四章
成功系统的花费如何？
答：
与你现在的花费差不多，
也许要多一点点。
假如你的孩子不做家庭
作业，不阅读，
你应该只付他们平
常所得的
零用钱和礼物。
培养一个学习习惯孩
子所得的报酬必须和
以前一样甚至更好。
假如你的孩子还
在外面打工，
那么你可能要按时计
算每十五分钟你的孩子
应得到多一些的报酬。
这样的话，
他会把家庭作业和学习
看得和工作一样重要。
（打工所挣的钱必须存在
银行里为买大件的时候用，
不许当零花钱用。）
注意。
运用成功系统的时候
不要太节省。
比起较差的表现
家长应该对孩子好
的表现多付报酬。
家长一定要符合实际
的计算孩子所能得到的
所有的礼物，
现金，
和零用。
假如你担心你孩子
赚的钱超过你所
能支付的限度，
压缩家庭作业的报
酬只付前两小时的作业。
这样就会使孩子有一
个不间断的学习习惯，
同时减少你的开支。
家长可以利用特别
待遇来避免超支。
给孩子的第一次特别
待遇不要太慷慨。
a.
太多的奖金可能
会破坏该制度。
b.
假如孩子对所挣
的钱不懂得用，
他们可能会有不
稳定的表现。
c.
家长可以带孩子去
商店把所有的
钱都花了，
这样的话，孩子不得不
重新努力学习。
d.
一段时间后允
许加薪。
问：
学校顾问对孩子说
什么呢？
答：
当顾问帮家长磋商，
他们对学生说
“你们得了很好的
交易。”
顾问帮助学生分
析独立的机会和
自由的选择。
（这些概念对许多的孩子
来说可能是陌生的。）
顾问将该制度的好处同
孩子们所受到的禁
锢相比较。
他们对孩子的过去的
表现和能力做积极
的评价。
顾问同时要平衡
那些学生对自己
的消极的评价。
正确计划一份合同
要花费许多努力从
而使得报酬具有价值。
顾问会将该制度所付
的报酬与其他工作
的报酬相比较。
在与家长学生的谈
话会议中要保持公平
和诚实的态度。
要特别强调经济
独立的好处。
--------------------
每日报告单
和点分制度
A.
在加速学校，
教师不断地检查
学生的出勤录
和表现。
我们对学生的进步速
度和发展趋势非常
关心。
为了使这种复习和
检查产生效果，
每个学生每天收到的
报告单上显示他们的
每日表现和家庭作业评分。
学生每天降他们的
报告单带回家。
我们把学生的
每日成绩记入
学生的档案。
每日报告单上的分
数向学生，
家长，
老师和学校的督长
起到及时反馈的作用。
每日报告单的算分
加速学校对学生的成绩单
和辅导进行个人化。
每个学生每天有不同的任
务需要完成。
学生每天在课堂里的作业
和表现被评分。
我们的教师运用十分
制来衡量学生的学习
表现和与老师的合作。
假如学生在回到家以
前把汇报卡弄丢了，
家长可以打电话到学
校里问分数。
（不要因为丢了汇报卡
而责备学生。）
---------------------
|
POINT VALUES
Students can earn 3 points
for each full page
of acceptable study
or written homework turned in.
Each 150 word page
requires 5 to 15 minutes
to complete.
Working too slowly
penalizes the student.
The student soon learns
that getting the page done
in 5 to 10 minutes
is a much better deal
than 15 minutes.
We have standard assignments
for every day.
The student should automatically
work on the standard assignments.
This procedure eliminates rewards
for saying
"I forgot my assignment"
"I did it all at school"
or "There is no homework today."
There is homework every day.
All study time work
is evaluated by our teachers
to determine the points
to be awarded.
The teacher is the final judge
of the number of points earned.
Parents can determine points
to be awarded on weekends
if the student needs extra income
for a special occasion.
Be sure you use the same guidelines
as our teachers.
Call our office
for help if necessary.
-------------------------
|
积分的价值
学生每上交一页规定的
家庭作业可获得三分。
每张一百五十字的作
业要花五到十五分钟
的时间来完成。
学生做得太慢
应受罚。
学生很快就知道
五到十分钟完成一
页比十五分钟完
成一页所得
的奖励好。
我们有规定好
的每日作业。
学生必须自觉地
作规定的作业。
这一规则避免了
如下的说法
“我忘记作业”
“我在学校里做完了”
或者“我今天没有家庭作业”,
这个程序消除了奖励。
学生每天都有
家庭作业。
我们的教师对所有
学生的作业评分。
老师最终决定学生的得分。
如果学生需要额外的收入
家长通过学生在周末的
表现来决定其收入。
家长必须使用和老师
相同的评分标准。
如果需要帮助的话，
打电话到我们办公室。
---------------------
|
THE FOUR MOST
IMPORTANT RULES
1.
Chart the student's report card
and study time score each day.
2.
Pay each day for performance
rather than non-performance.
3.
Compliment your child immediately
if you have something nice
to say.
4.
Delay your response
if you have something negative
to say.
Following these four key rules
has accomplished the goals
for 99% of the students we have taught.
Failing to observe these 4 key rules
slows down academic growth.
Parents should see the child
gradually increase study time.
You should observe a decrease
in inappropriate behaviors.
Now the child earns approval
by more acceptable means.
It seems to me that much
of the reward information
is overstated
or repeated too much.
It all needs to be grouped together
to see what can be deleted.
-----------------------------
WATCH OUT
FOR PITFALLS
The "Winning System" recommendations
are based on previous
successes and failures
with reward contracts.
Here are some
of the most common causes
for reward-system failure.
"Systems die from success."
Most reward systems work so well
that eventually we take the new
behaviors for granted
and relax the system.
When the system is too relaxed
it no longer works.
Performance
will become intermittent.
Start again.
-------------------
PARENTS GET GREEDY.
Reward systems work best
when only a few behaviors
are charted.
Be careful.
Parents sometimes enjoy
the successes
and want to add
to the list of behaviors.
This increases
the bookkeeping chore and shortens
the life of the system.
Complexity also provides
more opportunity
for argument or misunderstanding.
-------------------
|
四个最重
要的规则
1.
记录学生每日报
告单上的分数。
2.
只有在有成绩的情
况下每日支付。
3.
如果你觉得有
积极的话语，
立刻说给你的孩子听。
4.
如果你有消
极的话要说，
请推迟。
遵守这四个重要的规
则使我们所教的99%
的学生达到了他们
的目标。
不能遵守这四个规则
会减缓学生的进步。
家长会看到孩子逐渐
地增加学习时间。
你们应该发觉不受欢迎
的行为比例下降。
现在孩子通过让人接受的
方式赢得赞成。
我觉得有关奖励的信
息似乎过于夸张了或
者重复太多了。
有必要总结一下，
看哪些需要去掉。
------------------
注意陷阱
成功制度的建
议是建立在
过去所运用的奖
励合同的成败
经验基础上的。
以下是一些最常见
的奖励制度失败的
原因。
“制度因为成功而失败。”
因为绝大多数奖励系统
的行之有效使得我们认
为孩子的好表现是理所
当然的而松懈了制度的执行。
一旦制度松懈它就
不会起作用。
学生的表现就会
变成间歇性的。
从新开始。
---------------------
家长变得贪心。
只有较少的行为用
奖励制度来约束
才有效。
小心。
家长在享受制度
执行成功的同时希
望增加行为控
制的列单。
这只会增加记录的工
作量而缩短该制
度的寿命。
复杂性同时也会
产生争论和误解。
---------------------
|
STUDENTS GET GREEDY.
Students push parents
to include additional chores and
rewards because they like
the "winning."
Don't agree.
--------------------
BEWARE OF SATIATION.
When a child receives
too many rewards
they may become satiated.
This means that the child receives
more money than they
can spend each week.
This causes them
to lose the incentive
to perform.
The reward is no longer valuable.
---------------------
ONE REWARD COMPETES
WITH ANOTHER.
If you have many charted tasks
it is likely that some tasks
will always be performed
and others hardly at all.
Why?
The student will perform
the items that are easiest
or pay the most
for each minute spent.
After performing several behaviors
the student will have earned
A.
enough cash for the student's needs
and
B.
enough social approval
to get you off the student's back.
(You can't really complain.
The student has accomplished a lot.)
------------------------
|
学生变得贪心。
学生推促父母包括
额外的零工和奖励
因为他们喜欢成功。
家长不同意。
--------------------
注意不要过于满足。
当一个孩子得到
太多的奖励，
他就会变得过于满足。
这就意味着每个星期
小孩得到的收入
大于其化费。
这会使他们失去
努力的动力。
奖励就不再有价值。
----------------------
一个奖励与另外
一个奖励竞争。
假如你有太多的任务
在奖励列单上，
这就会造成某些工作
被执行有些根本就未
被执行的不平衡。
为什么呢？
学生会选那些最
容易的或者挣钱最
多的任务去完成。
当学生完成几次令人
满意的任务后他们会收到.
A.
足够花的零钱。
B.
外界对他们的满意
足以使父母不在唠叨。
（父母不该抱怨因
为你的孩子已进步了许多。）
---------------------
|
SLAVE LABOR CHORES
PAY MORE THAN STUDYING.
Easily accomplished
and high paying chores
are accomplished
most of the time.
Non-interactive
or difficult homework
is less often accomplished.
This is the principal reason
why I recommend
that no money be paid
for chores.
All rewards available go
to homework
and independent study.
---------------------
|
体力性的临工比学
习挣的钱要多。
容易和高收入的任
务总是被很好地完成。
单调或者困难的家
庭作业常常不能被
很好地完成。
这就是为什么我
建议家长不要
付钱给学生做家务。
所有的奖励应该集中
在家庭作业和独
立学习上。
---------------------
|
LONG-TERM REWARDS
ARE SELDOM EARNED.
This one really fooled me
and other experts.
Long-term rewards
sound great initially
to all involved.
Continuing observation has shown
that very few long-term rewards
are ever actually earned.
When long-term rewards appeared
to work it was because
there were IMMEDIATE rewards
like social approval
that were the real motivators.
The short-term reward
for not performing
easily outweighs
a long-term reward being offered.
I am specifically opposed
to all long-term contracts.
IMMEDIATE REWARDS WORK.
You will get better results
with short-term contracts.
--------------------------
REWARDS MUST BE
MEANINGFUL TO
THE RECIPIENT.
The selection
of appropriate rewards is crucial
to the success
of your "Winning System."
An appropriate reward
is one the student wants
and one the parent can provide.
-------------------------
"TAKE-AWAYS"
INSURE LOSING.
Negatively stated contracts
or "take-aways"
cause losing.
Giving allowances
with deductions
for lack of performance
sets up an inevitable
losing situation.
None of us is perfect.
Negative contracts will catch
your student losing
degrading your student's self-image.
Negative contracts
offer no incentive
for improved performance.
They threaten punishment
every time performance drops.
They may backfire
because you don't want
to "take away"
from a student
who is doing 80% right.
Parents back down.
They don't take away the rewards
as they said they would.
The parents have now
become inconsistent.
This reduces a student's
sense of security.
No one likes
to be the bad guy.
We sometimes back down
and don't deliver
the "take-aways"
we have threatened.
Following through
with "take-aways"
may be too severe.
We often over-compensate
for the severity
with some reward.
Students sometimes solicit punishment
to get this over-compensating reward.
The losing student needs friends
yet loses your friendship
for one or two hours while
you recover from the high level
of anger developed.
-----------------------
REWARDING OLDER
STUDENTS
In the past
rewards were not really tried
with older students.
Like many other counselors
I originally assumed
that the "Winning System"
approach wouldn't work
with older teenagers
and young adults.
I got so much verbal "flack"
from them.
"That's dumb."
"That's kid's stuff."
"I only want
to be paid once a week."
"I don't need your money."
I was wrong.
"Winning System" works very well
with older students.
Q.
Why does it work?
Very few teenagers
are really independent
of their parents' finances.
They will let you pay
room and board
or buy presents and clothes.
They will always let
you help them buy a car
or take an expensive vacation.
Teenagers never have enough cash
for everything they wish to do.
When the reward cash flow starts
to be predictable
they find plenty of places
to use their money.
They need gas
for the car.
Fast food or dating costs
require predictable cash.
Extra clothes are fun.
Many older students
like the "Winning System."
One 19 year-old girl said
"This is a really dumb system
but it's the only `winning' happening."
"I'll play the system."
Financial independence
is important.
$10.00 to $200.00 per week
is very valuable
to older students.
Many students quit school
and take a job
to have a steady source
of income.
They start earning $80
to $300 per week
that they don't need
or know how to spend.
Having a steady income
of $10 to $200 per week
for studying and attending school
may well get them
to graduate high school and college.
A paying job seriously interferes
with their education.
Study time may have
to be rewarded at the rate
of $1 to $10 per hour
to compete
with slave labor jobs.
1.
Caution!
Teenage reward systems
must be handled
in a very adult fashion.
Your presentation
of the reward system
must be very adult and
matter of fact.
Ignore the student's verbal flack
and continue to pay daily
into a box or jar
on their dresser.
(Eventually the money
has always been accepted and spent.)
2.
Double up rewards
The reward must be something
your student really wants.
Use of the car or repair of a car
is sometimes important.
Study time traded proportionately
for each day of use of the car
is one of the contracts.
Avoid any "long term reward".
Suppose the student
completely turns you down.
You will win if you persist.
Start keeping track of the good behavior
and keep placing the reward money
on the student's dresser
or in a box or jar.
Chances are better than 99%
the student will realize you are
sincerely measuring behaviors
that are really important to you.
Your measuring will gradually increase
good behaviors due to the charting
and social rewards involved.
The student will accept the money.
A parallel exists in many businesses
that pay small bonuses or commissions
for sales or more production.
The amount of money
may not be large.
Incentive plans do work.
Why?
Because of the social reinforcers
connected with the "Winning."
Businesses can improve performance
of their personnel.
The same personnel who verbally
"put down" these small
rewards continue
to spend the rewards when earned.
--------------------------
|
长期性的奖励很少
能被取得的。
这真的愚弄了我和
其他的专家。
长期性的奖励开始
听起来很不错。
持续不断地观察显示，
非常少的长期奖励
最终能兑现。
有时候长期奖励
似乎起作用，
其真正原因是短期
的奖励和外界的认同
促使孩子们努力。
及时奖励的力量
远远超过长期奖
励的空头承诺。
我个人特别反对
所有的长期合同。
及时的奖励起作用。
通过短期合同你会
取得较好的效果。
--------------------
奖励必须对学
生有意义。
成功制度的成功
关键是选择合
适的奖励。
合适的奖励是指学
生所想的家长所
能够提供的。
--------------------
“取消削减”
的方法只能导致失败。
消极的合同或者
是取消削减的合同
只会造成失败。
因为表现不好而
减少零花钱只
会造成一个不可
避免的失败结局。
没有人是完美。
消极的合同会损
害学生的自我形象。
消极的合同不会刺
激学生提高表现。
每当学生表现下降
家长威胁惩罚。
这样的话，
家长只是自找麻烦
因为你不希望从那些
有 80% 正确表现的学生
那里拿走他们的奖励。
家长退缩。
家长不取消他们
承诺奖励。
家长表现得
不一致。
这会减少学
生的安全感。
没人想当坏人。
我们有时做
出让步，
不兑现所作
出的威胁。
真地实现
“拿走”
奖励的威胁这种惩
罚可能太严重了。
我们会用奖励来
弥补过重的惩罚，
常常补偿过份。
学生有时故意惹麻
烦让你来惩罚他以
取得过分补偿的奖励。
失落的学生需
要朋友，
然而在你生气，
消气的那段时间内，
他们失去你的友谊。
--------------------
奖励大龄学生
过去，
我们没有对年龄大的
学生真正实行奖励。
与许多其他的学
校顾问一样
我起先
也认为成功制度对年
龄大的年轻人不起作用。
我从他们口中得
到这种印象。
“那很蠢.”
“那是孩子气的玩意儿.”
“我只想一个星期
被付一次钱“。
“我不想要你的钱”.
我想错了。
成功制度对大龄
学生也很有效。
问：
为什么会有效果呢？
非常少的青少年能
够不依靠父母的
经济支持。
他们依靠家长来食宿，
或者靠家长买衣服和礼物。
他们总是让家长帮他
们买车或者度费用贵
的假日。
年轻人从来就没有充
足的现金来做他们
想做的事情。
当奖励的钱开始
变得可以预计，
他们会找许多
地方来花钱。
他们要给车加油。
快餐或者约会的
开支需要现金。
越多衣服越好。
许多的年长的学
生喜欢成功制度。
一个十九岁的孩子说：
“这真的是一个很蠢的制度，
但总能看得见成功。”
“我会使用这个制度。”
经济独立很重要。
对年长的学生来说，
一个星期十至两百美
元的收入是十分有用的。
许多学生停学，
为的是找一份有稳
定收入的工作。
他们每星期赚80 至300
美元他们不一定需
要或懂得如何花钱。
通过学习和去学
校每周有10至200美元
的收入可以使学生
从高中毕业并
且入大学。
上学打工挣钱会严重
影响他们的教育。
学习补偿应该从每
小时一至十美元来
与卖苦力的工作相比。
1.
注意！
青少年的奖励制度
必须通过成年人的
形式来处理。
家长必须以实际和
成熟的姿态来执
行奖励。
不要理会学生的口
头的满不在乎，
继续每日将钱放在
他们的橱柜上的盒子
或者瓶子里。
（最后钱总是被接受，
被花掉。）
2.
加倍奖励
必须奖励学生真正
想要得到的东西。
用车或者修车又是对
学生来说十分重要的。
用学习时间换相应的用
车时间可以成为合同之一。
避免任何长期的奖励。
假如学生完全拒
绝你的合同。
如果你坚持不懈，
你会成功的。
从记录学生的好的
行为开始，
每当家长把奖金放在
学生的橱柜上或者盒子里，
瓶子里。
这确使学生意识到你是真
心诚意地觉得他们的这些
行为对你来说是十分重要。
由于你的计划和外界的
认可，你的奖励会逐渐
地增加学生的好的行为。
学生会接受你的奖金。
同样的目的，
当今许多的公司根
据销售或者生产量付
给职员少数的奖金或者佣金。
这些钱可能不多。
但这些刺激性的方
法的确有效。
为什么呢？
因为社会的强化刺激
与成功相联系。
企业能够因此提高职
员的工作表现。
那些嘴上不在乎的
员工也会不客气地
花费赢得的奖金。
---------------------
|
TROUBLESHOOTING
YOUR SYSTEM
Check list
Reward must be really meaningful
to recipient --
extremely important!
Many times we have gone
to great lengths
to design a reward system.
The reward doesn't work
because of poor reward selection
and timing.
Rewards become less meaningful
if they are delayed in payment.
Another behavior
with a short-term payoff
may compete and outweigh
your long-term reward offer.
Satiation.
Too much of a good thing.
Too much money.
Too much free time.
Too much ice cream.
If the reward is not needed or wanted
behavior will become erratic
and unpredictable.
If forced to save part of the reward
your student will be turned off
by having to save the money.
Give the reward
on a "no strings" basis
or find another reward.
If the student
starts saving part of the money
for a self-selected long-term reward
it may still blow the contract.
Why?
The student is not getting
enough immediate reward.
Consider buying the desired
item and "renting" it
to the student on a daily basis.
-------------------------
|
解决你制度的毛病
检查单
奖励必须是对受奖
的人真的有意义—-
这一点极为重要。
我们已经花了大
量的时间和努力去
设计一个奖励系统。
由于奖品和时机
选择得不好，
奖励不会产生效果。
如果奖励不能及时兑现，
奖励会变得无意义。
短期支付奖励方
法比较起长期奖
励方法来得有效。
过于满足。
太多的好东西。
太多的钱。
太多的自由时间。
太多的冰淇淋。
假如奖品不是学生
必须的或是学
生想要的，
那么学生的行为会变得
不稳定和难以预测。
假如学生被强迫节省一
部分的奖金，
学生会对因为被迫
省钱而不开心。
给无条件的奖励，
或者给别的奖励假如学生开
始节省部分的奖金用于对自我
的长远奖励，
那就会破坏合同。
为什么呢？
因为学生得不到足
够的及时奖励。
家长可考虑购买孩子想要
的东西然后以孩子的日收入
为标准收费租给他们。
---------------------
|
COPING with PROTEST
No agreement is ever perfect
from all points of view.
There may come a time
Your student decides the reward system
isn't a good deal.
Peers are getting
for nothing the very things
for which your student must work.
Other kids don't have
to earn the right
to watch television
or to play baseball.
"Why should I?"
your student thinks.
Don't argue with the student.
The response is a very natural one.
Don't lose your temper!
The weapons are still
on your side.
The student's world is centered
around the home.
The parents control the home.
It's not going to take very long
for the student to figure out
the best way to get more rewards.
What if the student doesn't want
to do the tasks the two of you
have agreed upon?
Okay.
No big deal.
Don't get upset.
You pay the wages.
You're the employer.
No work means no points
means no pay.
No points means
no privileges or goodies.
The student
will most likely return
to your system.
The student must learn
to live within the system.
The student's protest is natural.
The student is trying
to get the most
for as little as possible.
It's the same principle
adults use when shopping
for a car or for a home.
It's business and it need not
have any effect
on your relationship beyond that.
Point out to the dissatisfied student
that you are perfectly willing
to listen to grievances.
Offer to negotiate them.
Keep the contract in force
until it can be changed
through a sort of due process.
Wait until it becomes clear
that renegotiation
is the only fair solution
for both parties.
Show the student that you mean it.
Continue to live up to your end
of the contract.
Insist that the student
live up to the contract.
No work means no pay.
Play it straight.
No temper responses on your part.
Very soon the student
will agree that the consequences
are better with cooperation
than without cooperation.
The student is prone
to rely on short-term rewards.
The student
won't hold out
for very long without the rewards.
A long-term strike or hold-out
is out of the question.
That's all.
Just continue as though the student
were still doing the tasks.
Give the student the rewards
that are earned.
No credit!
The student will soon be convinced
that high performance
has more advantages
than low performance.
The negative effects of giving credit
are very destructive
to these contracts.
Don't break the rule
and fork over unearned cash.
Here are some alternatives.
1.
Encourage the student
to sit down and do extra homework
for 2 or 3 hours
to earn the needed cash.
2.
Assign copying or writing
10 to 100 pages to earn
the needed money.
3.
Last resort.
Make a one time gift
of the money
with the understanding
you won't do it next time.
NO CREDIT and no ADVANCES.
---------------------------
A REVIEW OF INSTRUCTIONS
Each blank
on this checklist
should be answered yes.
Remember that "least is most."
The simpler your system
the more likely
it is to be maintained
over a long period of time.
Be sure you have successfully
completed the following.
Stage 1.
Minimum rules that must be followed.
-Set up the "Winning System"
for your student.
-Plan your system
so you are sure your student
will earn something
each day.
The question is not
whether the student wins
but how much.
-Make sure all rewards are paid
for homework or independent study.
-Review your student's accomplishments
daily.
Spend one or two minutes
totaling up the winning
with your child every day.
This time is invaluable
to the student's progress.
Never say
"Figure it up and I'll pay you."
Such a statement
denies social rewards
and invites dishonesty.
Place your reward emphasis
on short-term contracts
for repetitive behavior.
Make sure you have 2
to 3 workable behaviors.
Charting too many
gets confusing
and too time-consuming.
-Reward
for specific behaviors.
Time spent on a task
Working rapidly
Quality or accuracy of work.
(You may have to pay separately
to get each kind of behavior.)
-Be sure your student has a chance
to spend the rewards.
(Don't force your student
to save.)
-The reward must be meaningful
to the recipient.
Let the student
choose the items to buy.
-Catch your student
doing the right thing.
-Quit taking your student's
good behavior for granted.
-Stop catching your student losing.
-Contract only for behaviors
you can easily observe.
-Remove rewards
for undesirable behavior.
-Ignore nagging and tantrums.
It's fine to tell them
matter of fact
that in the future
you will ignore specific
behaviors.
-Make some easily-kept rules
that will always be kept.
-Stop giving any cash or rewards
that aren't tied
to some desired behavior.
-Insist that all money
the student earns
for adult work like
lawn mowing or baby sitting
be put in a savings account.
That money can only be used
for long-term purchases.
-The long term purchases
might include items
on the list below.
trips
bicycles
minibikes
motorcycles
stereos
wardrobe
etc.
-Only academic effort pay can be used
for daily spending and entertainment.
-Cut out long-term rewards.
You may purchase
large rewards and let the student
rent the use on a daily basis.
Buy a stereo or car etc.
and control the time
it is used each day.
-----------------------
|
对付抗议。
总而言之，
没有任何协议是完美的。
总有一天，
学生会觉得奖励系统
并不合算。
同学不努力也能
得到和你的学生
辛辛苦苦努力所取
得的一样的东西。
其他孩子不用努力
去挣得看电视或
者打棒球的机会。
你的学生就会想，
“为什么我就要努力呢？”
不要与学生争执。
学生有这样的
反应是正常的。
不要失去控制。
武器任然在你的手上。
学生的世界是以
家庭为中心的。
家长掌握家庭。
学生不用花很长
的时间就明白最好的
方式是取得更多的奖励。
假如学生不愿干
你们同意的任务，
那又怎么办呢？
没问题。
没有什么大不了的。
不要发火。
你付工资。
你是雇主。
不干活就没积分，
没积分就没钱。
没积分就意味着没特别
待遇或者好的东西。
学生最终会接受
你的奖励制度。
学生必须学会如何
将你的制度当作其
生活的一部分。
学生的抗议是自然的。
学生是为了花尽可
能少的努力而取
得最大的报酬。
当成年人买车或
者买房子时，
他们使用同样的原则。
商业就是这样，
你们之间的感情和
友谊不应有所影响。
告诉那些不满意的学生，
你愿意倾听他们的抱怨。
提供商量的建议。
强制执行合同直到
你们能达成一致双方
愿意修改合同。
必须等到双方对新的
合同都满意为止。
向学生表示你
是说话算数的。
继续执行你的合同义务。
坚持要求学生遵守合同。
不干活就没报酬。
直截了当。
你不用感情用事。
很快学生就会明白，
合作比不合作
的结果要好。
学生很容易就会依
赖短期的奖励。
没有奖励学生是
不会坚持很久的。
长期罢工和坚持
实不容允许的。
就这么办。
继续遵守合同就好
像你的学生仍然
做其该做的事。
给学生应得的奖励。
不预付。
学生很快就会信服，
表现出色比表现
不出色要有许
许多多的好处。
预付奖金的只能起
到破坏合同的作用。
不要破坏规则，
赚取不劳而获的奖金。
以下是可选折的办法。
1.
鼓励学生坐下来
做额外的两，
三个小时的家庭作业
挣其所需的现金。
2.
布置抄写10
至 100 页的作业
挣其所需要的钱。
3.
最后的依靠。
给孩子现金作为礼物
前提是仅此一次。
不贷款和不预付
回顾步骤
----------------------
每一个检查单上的空
白处必须写有
同意.
记住“最少就是最多”。
你的制度越是简单，
你就越有可能将
该制度持续长久。
保证你完成以下的步骤：
第一阶段.
必须遵守最少
的原则。
-建立你的学生的成功制度。
-安排计划，
使到学生每天都
挣得收入。
问题不在于学
生挣多少。
-保证所有的奖励
用在家庭作业和独立学习上。
-每日总结学生的成绩。
每天花一两分钟与
孩子总结成功。
父母与孩子在一起
的这段时间对学生
的进步十分有价值。
绝对不要说
“你把分数加起来，
我来支付。”
这样的话不能让孩子
得到外来的表扬，
而且会创造机会养成孩
子不老实的习惯。
把你的奖励重点放在
短期的重复性的行为上。
保证你有二到三
个可行的行为。
计划太多的行为会造
成混乱而且花
费的时间太多。
-奖励具体的行为。
完成任务的时间
高效率高品质
（你可能要对每种行为
作不同的奖励）
-保证你的学生有机会花钱。
（不要强迫学生节省）。
-奖励必须对学生有意义。
让学生自己选择
想要的东西。
-抓住学生做好事的机会。
-不要对学生好
的表现想当然。
-不要专抓学生的错事。
-针对你容易观察
的行为制定合同。
-对不积极的行
为取消奖励。
-不要理睬抱怨和发脾气。
你可以告诉学生你
以后会不加理会
他们的某些行为。
-制定一些容易
遵守的原则。
-奖金或其他奖励只与
你所希望的行为挂钩。
-坚持把学生打工
的钱（像修
草坪和看小
孩）存放在银行。
这些钱只能用在打算
以后买的物品上。
长远的购买打
算可以包
括以下的项目：
游玩
单车
小型单车
摩托车
音响
衣服
等等。
-只有学习所挣的钱
可用在日常消费和
娱乐上。
-裁减长期奖励。
你可以买一大堆奖品；
让学生每日租用。
买一个音响或
者一辆车，
控制学生每天
使用的时间。
---------------------
|
NEVER CUT OFF
THE REWARD SYSTEM
AS A PUNISHMENT
Then you will have lost control
and the best method of managing
future behaviors.
A reward earned cannot be canceled
by any other bad behavior.
-Save each week's and month's
calendar for future review.
Stage 2.
Additional techniques
that may be used if necessary.
-Make sure all TV
comes after homework
or independent reading.
-Make sure all play periods
come after homework or reading.
-Structure recreational pursuits.
This promotes good time
management by the student.
-Exchange homework
and reading time
for proportional activity
or privilege time (e.g.
watching television
riding a minibike
practicing driving
or going
to the movies).
-Make a longer list of rewards
to give the student an idea
of the types of options available.
-Break the behavior into small parts
and reward each part separately.
-Write down each negative
remark you make
to your spouse or student.
Remember!!!
Don't use negative contracts.
Don't decrease the reward
for one behavior
because the student fails
to accomplish some other task.
---------------------
|
绝对不要用取消
奖励制度作
为惩罚的方式
这样的话，
你会丧失控制和管
理今后行为的最好方法。
一个赢得的奖励不
该由于坏的表现
而被取消。
-把每星期和每月的进展
日历存起来作为今后总结。
第二阶段。
如果需要的话，
家长可以使用其他的技巧。
-确保家庭作业
或自学第一，
电视随后。
-确保家庭作业
或阅读第一，
玩耍随后。
-安排好锻炼身体计划。
这样使学生学会安
排时间的技能。
-以家庭作业
和阅读与适
量的活动或特别
待遇作为交换
（比如看电视，
骑单车，
练习开车或
看电影）。
-列一个长长
的奖励单子，
让学生有所选择。
-把一个行为分成许多小部分，
然后对每小部分
的表现作奖励。
-记下你对你
配偶和孩子
的消极的言论。
记住！！
不要使用消极的合同。
不要因为学生不能
完成其它的任务，而
减少他该得的奖励。
---------------------
|
FREQUENTLY ASKED QUESTIONS
This section of the book
addresses questions
asked by parents and educators.
Special situations and solutions
are also reviewed.
THE IMPORTANCE OF CONSISTENCY
Everyone who writes about motivation
tells you to be consistent.
I'm no different.
Consistency is hard
to accomplish.
Competing activities and
responsibilities force parents
to be somewhat inconsistent.
There is much you can do
to insure consistency.
Decide on a few unilateral rules
to be consistent about
and then stick to them.
Consistency is easy
with the right rules.
The simpler the rules
the more consistent
you can be.
Q.
Should punishment be used?
A.
No.
It is usually inconsistent.
Q.
Why shouldn't I use punishment
with my children
if it worked for my parents?
A.
Did it really?
Many parents
have developed a control system
based on POWER and COERCION.
After a severe punishment
they may relax small rules
in an effort to regain
the student's approval.
This inconsistency wreaks havoc
on the already insecure student.
Criticism or punishment
can cause the student
to develop a poor self-image.
Q.
What is wrong
with constructive criticism?
Constructive criticism
leads the child to believe
that they are a bad person.
Negative comments lower the desire
to learn.
It usually is a put-down
for the student.
It is additional proof
of the student's inferiority.
--------------------------
|
经常问的问题
这一部分回答
家长和教师所
提出的问题。
特别的情况
和解决方法。
持续的重要性
所有写激励专
家会告诉你们。
持续不断的重要性。
我也是一样。
持续性是很难做到的。
各种各样的活动和
责任迫使家长有
时不能做到一致。
如下事项会保
证你的一致性。
制定一些强的原则，
并且坚持做到。
正确的制度使得一
致性容易保持。
越是简单的制度，
越是容易保持一致性。
问：
应不应该使用惩罚？
答：
不应该。
惩罚通常是不一致的。
问：
假如我父母使用
的惩罚起作用，
为什么我就不能用呢？
回：
惩罚真的起作用吗？
许多的家长利
用权力和威胁
来建立控制系统。
在严厉的惩罚之后，
父母为了赢得学生
的合作而放松一些
细小的原则。
这种不一致性使得已缺
乏安全感的学生更觉衰弱。
批评和惩罚会造
成学生低的自
我印象。
问：
建设性的批评
又麽样呢？
建设性的批评
使到孩子认为
他们是坏人。
消极的言论降低
他们学习的愿望。
这只能让学生
自愧不如。
它近一步使学生确
信自己不如别人。
---------------------
|
MAKING DEMANDS
"You can't until you..."
Have you ever said this?
Probably.
There are
good reasons why you shouldn't.
-Some students learn
to enjoy the battle.
Q.
My child seems to thrive
on battling me and the teacher.
Why is this?
A.
In many cases
being fair or stern
doesn't seem to work.
The more you react
the more they like it.
A.
Your reactions
are the reinforcer or reward.
If you can learn
to ignore nagging and
whining behaviors they
will eventually
become infrequent.
A.
Battling is dangerous.
Behavior you see at home is likely
to be repeated at school
with people who don't have
the same motives
for "putting up with it" as you do.
"Extinguishing" bad behaviors at home
teaches your student not to use
bad behaviors at school.
Stop the battling
and save your student much pain.
---------------------
|
要求
“你不能直到……”
你有没有对你的孩子讲过这样的话？
可能。
你为什么不应该讲这
句话的原因很多。
-有些学生喜欢
父母的挑战。
问：
我的孩子似乎与我
和教师作对。
为什么呢？
答：
公平和严厉在许多
的情况下似乎是 不灵的。
你的反映越激烈，
学生越高兴。
答：
你的反映只会使
学生更坚定。
假如你能学会忽略
学生的纠缠和抱怨，
他们会逐渐减
少这样的行为。
答：
争吵是危险的。
这些你在家里
看到的行为，
学生可能会
在学校重复，
学校的老师没有
与你一样的动机
来忍受这样的行为。
将这些不良行为
消除在家里，
会教育学生不在学
校重复这些行为。
停止争吵 省去学
生很多的痛苦。
---------------------
|
LEAD THE WAY
-If you want your student
to "cooperate"
be sure you lead the way.
Q.
I've told my child a thousand times
how important an education
and good behavior are.
But no matter what I say
I can't seem to get through.
How can I get my student
to cooperate?
Students copy
what parents do and say.
They follow the examples
of the adults around them.
If you are fair in your contracts
they will probably match you.
If you are kind and considerate
they will usually imitate you.
All too often we have
taken good behaviors for granted
and only pay attention to loud
or unacceptable behavior.
Q.
Why do parents have
to be good reward managers?
Q.
Why should I have
to reward my child
for something that will be good
for them in the end?
A.
Your student will be trained
by rewards.
If you don't reward others will
and you may not like
what they teach.
If the student learns the wrong
behaviors from you or someone else
the world will cut
the student off.
Once a student is excluded
from normal acceptance
everything becomes an uphill battle.
Many times the student decides
it's not worth the effort.
Every child operates
under some type of reward system.
When the system
is poorly developed or executed
chances are that the child
will display inappropriate behavior.
This diminishes the child's chances
for success.
Being a good reward manager
sets a good example
for your child
to follow as an adult.
-The challenge for parents
is to study the cause-effect
relationships in motivation.
Create an effective framework
for understanding new behaviors
your student may try out on you.
Use approaches that
discourage unacceptable behavior
and encourage acceptable behaviors.
Parents need to teach
their students behaviors
that are acceptable to society.
Socially acceptable behaviors
will foster peer acceptance.
If these behaviors
are not properly taught
the student cannot leave
your nest alone.
Your student may remain dependent
on you for many years.
-----------------------------
|
引导
-假如你想学生合作，
你必须主动。
问：
我已经告诉孩子上
千次教育和好的行为
是非常重要的。
但是不管我怎么讲，
孩子就是听不进去。
我怎么才能让
他与我合作呢?
学生模仿父母
的一言一行。
他们模仿周
围的成年人。
假如你给他们的合
同中表现公平，
他们可能也会同样对你。
假如你是对人和气，
他们通常会模仿你。
我们经常对好的
行为想当然，
而对吵闹的不良
行为过分重视。
问：
为什么家长必须是
好的奖励者呢？
问：
为什么我必须奖励
我的孩子那些将来
对他们有益的行为呢？
答：
奖励会训练你的孩子。
假如你不奖励，
其他人会奖励，
你可能不喜欢他们
给你孩子的奖励。
假如学生从你或别
人身上学到坏
的行为，
他们不会有好的将来。
一旦学生被社会拒绝，
所有的事都会变得很困难。
学生经常认为
这并不重要。
每个学生都有不
同的奖励系统。
如果所贯彻的制度
不健全或运行不当，
孩子很有可能就此
表现不适当的行为。
这会减少学生
成功的机会。
做一个好的奖励
人为孩子树立一
个好的榜样。
对父母来说，
研究激励的因果
关系是至为重要。
建立有效的制
度来理解学生
新的行为。
使用鼓励积极行
为和打击消极
行为的办法。
父母应教育学生
社会所能接
受的行为。
当孩子的行为能被社
会所接受他们同时也会
被同龄人所接受。
假如这些行为没有
正确地教给学生他
们将无法在社
会上独立生活。
这样的孩子可能会
依赖父母很多年。
---------------------
|
SOCIAL REWARDS
Why does it work
to reward just a few behaviors?
"Losing" students have almost
forgotten the value
of social reinforcement.
They are used to being ignored
and are accustomed
to an "absence of rewards".
These children are accustomed
to being caught losing.
By having a positive success review
with parents each day provides
essential social rewards
for their correct behavior.
Rewards should be accompanied
by parental compliments.
Your child cannot
wait all week
for compliments.
The rewards are connected
with money you pay out.
The student soon learns
to value your social approval
when it's given
with a tangible reward.
The student soon learns
that other good deeds
also earn social rewards.
For every "Winning System" behavior
you're charting
you'll be able to find several
other good behaviors.
Parental approval
for doing the right thing
is essential to the success
of the "Winning System."
Q.
Why must rewards be paid daily?
I get paid once every two weeks and
I do not usually like
to have a lot of cash on hand.
Wouldn't it be easier
if I paid my child's reward
once a week?
A.
Our records show the more often
a reward is paid the more often
a target behavior will be repeated.
If a reward is deferred
the student may fail
to make the connection
between the behavior
and the reward.
Infrequent or unpredictable rewards
result in frequent and
unpredictable behavior.
----------------------
|
社会奖励
为什么奖励学生为数较少的行为会产生很好的效果？
失败的学生几乎已经
忘记得到社会承
认所带来的价值。
他们对被忽略和得
不到奖励习以为常。
这些孩子习惯
了被人贬低。
通过每天与家长回
顾孩子的积极成果，
由此孩子的正确
行为得到外界的承认。
给孩子奖励的时候
父母应该赞扬他们的孩子。
不要让孩子等一
个星期才得到赞扬。
奖励是与你付出的
现金联系在一起的。
当孩子得到实物的奖励，
他们很快学会
重视你的认可。
学生很快就明白其
他好的行为也会
赢得社会的奖励。
从你所列下的成
功制度的每一个
行为你会发现
其他几个好的行为。
家长对做好事的支持是
“成功系统”
成功所不可缺乏的。
问题：
为什么对学生的奖
励要每天支付呢？
我自己不过每两个星期
领一次工资，我个人不喜
欢手上有太多的现金。
假如我一星期付
我孩子一次奖励，
岂不容易许多吗？
答：
我们的记录显示，
越是经常奖励学生，
目标行为就越容易重复。
假如延期奖励，
学生很难将行为和
奖励直接联系起来。
不经常的或者是突
然的奖励只会导致经常
的以及不稳定的行为。
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MORE ANSWERS
to QUESTIONS
Q.
SHOULD STUDENTS
RECEIVE ALLOWANCES?
I've always paid my children
an allowance.
It seems like it would be unfair
to stop now.
Is it okay for me
to pay an allowance
on top of the reward money?
A.
No.
Never.
Never.
Never.
Allowances are frequently paid
after periods of inactivity
or low performance.
This trains the student
to accomplish less.
Students are much happier
in an environment which
frequently reinforces
active and productive behaviors.
Allowances cause poor productivity.
Parents have been advised
to give allowances
to the detriment of their children.
The following reasons
for giving allowances
are better served
by paying the same amount of cash
for performance rewards.
-Parents want to teach
their students the value of money.
What better way to teach this
than to let the student earn
and then control the money?
-The effort required
to earn the money
will shorten the training
period dramatically.
The student will waste money
much less often
if it requires an effort
to earn it in the first place.
-Parents have been told
to share the available
family petty cash funds.
This is fine if the student has made
a meaningful contribution
in the form of services
or positive attitudes.
Without student contributions
you run the risk
of reinforcing uncooperative
and unproductive behavior.
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更多地问答
问：
学生应该接受
临花钱吗？
我总是给我的
孩子零花钱。
若现在停发零用钱
似乎不太公平。
我是否可以在发
奖金的基础上再加
付零用钱？
答：
不可以。
绝对不行。
绝对不行。
绝对不行。
在学生不努力，
表现差的情况下
家长支付零用钱。
这只能培养学生
少出成绩。
在一个经常充满鼓
励积极行为
的环境里，
学生只会更开心。
零花钱只会造
成低效率。
给零用钱这种
行为会惯坏学生。
以下原因说明把
钱用于奖励出色
的成绩上比只给
零用钱要有效的多。
-家长希望教育学
生金钱的价值。
有什么比这更好
的办法来教学
生挣钱和控制钱？
-通过成绩来挣钱会大
大地缩短你特别训练
你孩子如何挣钱和控
制钱的时间和精力。
一旦学生知道挣钱
需要付出努力，
他们浪费钱的
机会就会减少。
-家长被告知建
立家庭基金。
如果学生捐出他们认
为可以的数目或者对
此抱有积极的态度，
这种方法也可行。
但是如果没有学生的捐献，
家长这么做可能是给
自己惹麻烦这只能起到
加强不合作和低效率的行为。
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ASKING FOR MONEY
WHEN THEY WANT IT?
Should students get money
"when they need it?"
No.
That is not the real world.
That's not the way
adults receive money.
Adults don't receive money
simply on request.
Another reason for being critical
of "money by request"
is its unpredictability
and inconsistency.
The student needs
predictable responses.
This response is unpredictable
because it depends on your opinion
at the moment.
Your response may be affected
by your displeasure with the student
or by the condition
of your pocketbook.
This forced inconsistency can destroy
a student's sense of security
and motivation for steady performance.
Should students get money
"when they have been good?"
This is more of the same
unpredictable problem.
Your opinion of what's "good"
may vary from day to day.
Since your response
will be partially unpredictable
the student's behavior
will be unpredictable.
If you want to reward "being good"
write a list defining
what that means
and then pay for each good behavior
that takes place.
This way you can insure
that your student wins
for "being good."
You also can "review" other items
the student could be performing.
If the student is not doing them
then the student
probably has a better deal going
for not doing them.
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当孩子需要钱的
时候向父母要
怎么办？
当孩子需要钱的时候，
家长该不该给呢？
不该。
这不是现实的世界。
这不是成年人
挣钱的办法。
成年人不可能因为
要钱就能得到钱。
另外一个不该付
钱的理由是这种行
为的不稳定性
和不一致性。
学生需要可预
测的答案。
对孩子的要求做
出决定的是家长。
家长的决定可能是
因为对孩子的不满意，
或者家长的财政状况。
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GIVING THINGS
Q.
But what if I want my child
to have the things
I never had as a child?
Many parents are very affluent
and really don't want to deprive
their children of things they
couldn't have when they were young.
Some students receive
material goods rather than
emotional support and guidance
from their busy parents.
These material goods
are sometimes handed out
right after the student
has underachieved (i.e. didn't
study or do reading or writing.)
This merely pays
for under-achievement.
Students see no reason
to make achievement efforts.
Some parents are afraid to deprive
the student and are more likely
to give in to nagging and whining
for things.
This teaches the student
to continue to nag and whine.
Many parents may have moved
into a newer more affluent section
of the city.
They want to make sure
their student has the same toys
their new neighbors' kids have.
When these things are given
without any effort
on the student's part
the student learns the wrong game.
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ARGUMENTS AND
ANSWERS
The other students don't have
to study so why should I?
This is a valid question
that requires a carefully
thought-out answer.
The following are sample answers
to the question.
Their degree of success will vary
depending on the situation.
Be sure to choose the one
that is right for you
and your child.
"My children
are the most important thing
in my life."
"I want them to have more choices
in the way they live their lives."
All the statistics show
that the students who read
and do their homework are more apt
to get better grades
more educational options
scholarships and privileges.
"The students who don't
study as hard have very limited
choices about what they'll
be able to do with their lives."
"I will increase
your financial independence
by setting up a winning system
that will give you more money."
This will help you realize
how important school work is."
Parents CAN give a child
anything they want providing
they do it after good behavior.
What to do?
Set up performance objectives
with your child.
When those objectives are met
be sure to deliver
the promised items immediately.
Set up the contract
so that upon earning the money
your student can purchase
the desired items.
This will give the student
the pride of accomplishment.
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GIVING GIFTS
What if I want to give my child
a gift simply to show affection?
If you must make a gift
beyond holiday and birthday presents
be sure that you give it
as recognition for cooperation
and helpfulness.
Don't try to buy your
child's love and affection
with presents.
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COMPETING ACTIVITIES PRIORITIES
My child is in sports and scouts.
(Or piano lessons
and school activities etc.)
How will there be time
for studying?
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WHAT ARE YOUR PRIORITIES?
Many parents push and support
competing activities
for a long list of good reasons.
I would probably agree
as long as the activities
don't interfere
with academic success opportunities.
Stopping the interference
usually just requires
that the parent space out
the competing activities
during the year.
Don't allow them
to bunch up and interfere
with regular study habits.
It could be very unhealthy
for your child
to learn that you find it appropriate
to stop studying
during a sports season.
The child may never get back
into the habit of studying.
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WHY PAY A CHILD
TO STUDY?
Q.
What is the rationale
behind paying my child
to do work
which should be done anyway?
A.
Will paying my child
to study instill
materialistic values?
A.
Students should get
monetary rewards for studying
just as adults receive
monetary rewards for their jobs.
School is their job.
If students receive money
and social reinforcers for studying
an outside job will not be necessary.
Studying and self-improvement
will become the important activities
in life.
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HOW MUCH TO PAY?
How much should I pay
for these points?
A parent should total the amount
that the student now receives
for allowance and chores
or handouts.
The parent then decides
the optimum number of points
(both class and homework)
that the student
should earn each week.
A fair amount of pay per point
can be decided by dividing
the total amount of money
by the number of points
the student should earn.
Typical daily point earnings
10 report card points
10 homework points
20 total points per day
100 points per week at .30 cents
per point is $30.00 per week.
cccc
5 days per week equals 100 points.
3 days per week equals 60 points.
4 pages of homework
are expected per day.
There should be no other
sources of money than from
report card and study time points.
If a student wants more money
the student should be willing
to do more work.
As students grow older
their money needs to increase
because of increased activities.
Over time the money per point
can gradually be increased.
What is a normal amount
to pay for these points
by age level?
Point pay ranges from five cents
to one dollar a point.
The amount should reflect
the family's financial status
and the student's needs.
It should also reflect
a reasonable estimate
of what is necessary
to motivate the student.
Q.
Does homework come under this plan
as well?
A.
Yes.
Both writing and homework
are very important
to "Winning Systems".
The student must receive
about as much reward
for homework pages as class work.
The parent's concern
over study time
will reinforce its value
to the student.
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UNABLE TO WRITE?
What if my child can't write?
A child who lacks the skills
for original writing
can do memory patterns
while listening
or can copy from a book.
Eventually these activities
will get students ready
to put their thoughts down on paper.
What kind of homework
should my child be receiving?
A student will receive homework
at the appropriate learning level.
Most homework will be exercises
to reinforce something
that the student is learning
in the classroom.
Most homework involves
listening to tapes or
reading and writing
since these communication skills
are very important
to a person's development.
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WHY DO SOME CHILDREN
SUCCEED SO EASILY?
Most children function well
with the mildest forms of guidance.
They need no more
than smiles or nods
from pleased parents or teachers
to be reinforced
and continue working.
Successful children easily cope
with the school system.
It doesn't seem to matter
how they are taught
or who teaches them.
They have learned how
to teach themselves
and manage the school system
so it pays off for them.
THE BAD NEWS
40% of the students get labeled
as "underachievers."
They learn a different game.
They learn not to learn.
They learn about a very special
set of rewards for continuing
their underachieving behaviors.
The aim of the "Winning System"
is to make sure that good behavior
pays off for at least part of the day.
It should pay off
during the daily review
of the Calendar for Success
if at no other time.
The review of desired behaviors
teaches your student which behaviors
will be valued by society.
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COPYRIGHT RESTRICTIONS
This book has been edited
in ewriting style to improve
internet reading and pronunciation
by text reader software.
Parts of this material were
first published and copyrighted
in 1978 by Accelerated Schools.
Copyright was renewed
in 1995 and January 2001.
You may download a copy
for personal use.
Permission to reprint
or distribute any part of this book
for commercial use is denied.
For a free personal use copy
call 1-800 School3
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